Following is a brief and tentative version of our focus for this year:
--Angela's Ashes: author's style, tone, DIDLS, AP Exam and AP Essay overviews and samples
--AP Open Question
--The College Essay
--Hamlet: tone, literary devices, Shakespearean text, Critical Theory Seminars and application, AP Essay on Shakespearean text
--Rosencrantz and Guildenstern are Dead: analyzing comic devices and comedic effect: the "What?" and the "How?"
--Short Stories: read widely and diversely from short fiction, literary devices of fiction and application, Theme statements, Workshop on Writing Short Fiction
--A Study of James Joyce: selections from Dubliners ("Araby", "Eveline", "The Dead"), A Portrait of the Artist as a Young Man, stream of consciousness, kunstlerroman
--Siddhartha: a study in style and structure, epiphany, bildungsroman
--Albert Camus: Existentialism (briefly), "The Myth of Sisyphus", The Stranger
------Research-based literary analysis of either SiddharthaORThe Stranger utilizing the Lit. Crit. Theory of your choice
--Kurt Vonnegut: Slaughterhouse Five, motifs, nonlinear structure, humor
--Rhetoric: terms and strategies, analyzing an author's use of rhetoric in prose essays, AP Language Exam
--Brave New World: application and analysis of rhetorical strategies
--Poetry: How to do a close reading, poetic devices, read wide and diverse poetry selections, analytical author-focused research paper
--AP Exam Strategies and Tips Review
Likely additions: Alice Walker's The Color Purple, Ibsen's A Doll's House, The Kiterunner...And anything else that serves our purposes and fits time and content restraints.
TUESDAY 11/2
Discussion and Film: Rosencrantz and Guildenstern are Dead
WEDNESDAY 11/3
Archetypal Theory
THURSDAY 11/4 R. and G. are D.: Final Film/Discussion
Begin Short Stories:
Read "Points of View" Chapter for Monday
Read and annotate Sandra Cisneros's "Eleven" for Monday. Use marginal notes handout to guide your annotation.
FRIDAY 11/5
Feminist Theory
MONDAY 11/8
Reader Response Theory
If time, discuss "Points of View"; discuss "Eleven". Finish tomorrow if necessary.
"Points of View" and "Eleven" read for today (and "Eleven" annotated)
TUESDAY 11/9
Deconstruction Theory
HW:
Read and annotate "Eleven":
Consider: From what point of view is this story told? How does Cisneros establish tone and realistic characterization throughout the story?
Read and annotate "I Stand Here Ironing":
Consider the following questions: From what point of view is this story told? How does Olsen establish tone and realistic characterization throughout this story? Who is the "you" in the beginning of the story? Identify the conflicts in the story. Is the narrator static or dynamic? Justify your response with quotations from the beginning and the end of the story. Explain the ironing metaphor of the story, both literally and figuratively. How does Emily's interest in comedic performance inform the story thematically?
MONDAY 11/15
-Discuss O'Brien's "How to Tell a True War Story" and Hemingway's "Soldier's Home" HW: Read Faulkner's "A Rose for Emily"; also read the "Perspective" and "Sample Close Reading" that follow it; write a 1 page (250 words or less) reaction journal. Use your marginal notes handout as a guide to identify personal reactions, connections, and authorial devices that you notice in the text and synthesize and respond to these in your journal. Make sure you cite any examples from the text to support your evaluation. Submit to turnitin.com by 9am Tuesday morning.
TUESDAY 11/16
-Discuss Faulkner's "A Rose for Emily"
HW: study for theories quiz; review Updike's "A&P"
WED. 11/17 -Critical Theories Quiz
Be able to match beliefs, goals, and/or methods to the appropriate theories
Be able to identify and apply theories to a few different works
-Discuss Updike's "A&P" HW: Read Hemingway's "Hills Like White Elephants"; Read Garcia Marquez's "A Very Old Man With Enormous Wings"; Do Discussion Post on turnitin.com. THURSDAY 11/18
Discuss Hemingway's "Hills Like White Elephants" HW: Study for U1 Vocab Quiz
FRIDAY 11/19 Unit 1 Vocab Quiz
-20 definitions, and a combination of 30 total Sentences, Synonyms, and Antonyms
-Discuss Garcia Marquez's "A Very Old Man With Enormous Wings" HW: Read Carver's "Cathedral"; Read Cheever's "The Swimmer"; Analysis/Reaction due to turnitin.com by Monday morning, 9am: Choose ONE of these stories and write a 250-500 word analysis paper that responds to the following question: How does form contribute to meaning in this work? (further assignment details on turnitin.com)
MONDAY 11/22
Discuss "Cathedral" and "The Swimmer"
TOMORROW: in-class AP essay: Prose (fiction) (timed: 40 minutes)
TUESDAY 11/23 In-class AP Essay: Prose (fiction) (40 minutes)
HW: Read background on James Joyce (in the "Eveline" packet, right before it).
WED. 11/24
Intro, Background, Guide to Reading: James Joyce
HW (over break): Read Joyce's "Araby" and "Eveline" (both are from his collection, Dubliners); annotate and prepare for discussion upon return; post to turnitin.com discussion board on either "Araby" or "Eveline" by Tuesday, 9AM.
TUES. 11/30
Discussion: Joyce's "Araby"
WED. 12/1
Sorry folks! Started feeling sick before the end of break and so I'm out today-- no tearing apart of poor Jimmy Joyce for today.
We'll discuss "Eveline" tomorrow, and I'll return your Cormac McCarthy essays (and yes, you can read mine).
On Friday, we'll start discussing Joyce's final short(long) story. In the meantime, I've prepared some NOTES for you to check out to help you understand this challenging story. Go to A Study of James Joyce to find the file.
I plan to spend probably two days discussing "The Dead" as a work, and at least one or two more when we include all activities (reading and discussing critical essays). Bear in mind that, although you can't write about a short story on the AP Lit exam, you can use Dubliners on the Open Essay Question on the AP Lit Exam if you consider it as the work as a whole rather than separate stories...in other words, you would address it as a single work containing short stories united around central themes, motifs, etc...you have/will have the knowledge via class to use it in this way).
HW: Begin reading "The Dead" (you probably did this in class already)
THURS. 12/2
Discuss Evie. Return AP Prose (McCarthy) essays. Criticize my writing.
HW: Read "The Dead" FRI. 12/3
Begin discussion of "The Dead"
HW: Finish "The Dead" MON. 12/6
Continue discussion of "The Dead": close reading of selected passages.
party/social gathering layered motif (p. 197): the gathering of food in the gathering of Dubliners in the gathering of Dubliners
the horse/Gabriel and symbolism of circular movement (p. 208-9)
(p. 210-11 and later) description of Gabriel's wife, angelic, intertextual allusions to "Araby" (including the boy's and Gabriel's epiphany); motif of music; Joyce's playing around with 4th wall of symbolism
(p.218 and whole story) Gabriel's conflict between his internal thoughts and feelings vs. his contrasting outward actions, appearance, concern about other's approval (related to his epiphany)
(p.219 and 221) moments leading to G's epiphany: sees himself in the mirror on 219, then on 221 "saw himself as a ludicrous figure" (echoes "Araby" epiphany)
(p.224-25) connection of the snow and the dead in "The Dead"
Formulate a thesis for your interpretation and approach to "The Dead" (Note: This is not an "AP Essay" AP essay. Rather, it's a formal literary analysis; you may and should discuss elements of form in the work, but you should select those elements and passages from the text that support your thesis/focus regarding the "meaning of the work as a whole" rather than just listing and discussing everything you see in the story).
Discuss Thesis/Focus Statements for "The Dead"
HW: Read "A Critical History of 'The Dead'" HW: Write potential Thesis/Focus Statements for "The Dead" (optional, but recommended): I highly recommend you begin drafting your lit analysis of the story, or at minimum write down your claims and potential evidence to support them. This way, your initial interpretation won't be muddled with the critical essays' interpretations.
TUES. 12/7
Discuss Thesis/Focus Statements ("The Dead")
Discuss "Critical History"
HW:
Draft a working thesis (or more, if you're not sure what you want to look at but have multiple ideas)
Come up with some supporting claims for your thesis
Find some text evidence for your claims
Bring all of these to class tomorrow
WED. 12/8
Discuss and refine your working theses, claims, and evidence.
Discuss tomorrow's AP Objective M.C. Quiz (Prose)
THURS. 12/9
AP Objective Quiz (Prose passages)
FRI. 12/10 AND MONDAY 12/13
Work Time (Critical Eval Paper) Laptops
Conference with me for feedback and suggestions
Tentative due date for Critical Eval. Paper: Thursday, 12/16
HW (all of this is your choice as far as when you do it, but PAPER IS DUE NEXT THURDAY): Draft your interpretation of "The Dead" (3-4 pages); Read all four critical essays on "The Dead" and incorporate into the second section of your paper (the critical evaluation component); Draft critical evaluation (3-4 pages)
MON. 12/13 through FRI. 12/17 Note: If you'd like my feedback on your paper, I'm more than happy to help, but see me early this week; I won't be doing so Thursday night before it's due.
Monday
--work time for Lit. Analysis and Critical Eval. of "The Dead" HW:
Wed.
--Intro to Portrait (Discuss Portrait as a work of Modernism first; then "Neff Notes on...Portrait")
--Hand out and begin Portrait HW: Read Ch. 1 through "Stephen...father's eyes were full of tears" and Study Guide Q's #
Thurs.
--Reminders for Paper (grammar/MLA reminders; rubric file; questions?)
--Discuss Fiction Writing Project [Due upon return from Winter break: story concepts journal AND character/dialogue activity. See Fiction Workshop]
(No, really; we'll talk about it.)
--Discuss Portrait Ch. 1 through "Stephen...father's eyes were full of tears". HW: Finish Ch. 1 and Study Guide Q's #
Answers for Punctuation/Quotation Questions from Today: Where does the punctuation go if I'm quoting a question? If you are asking the question, then the end punctuation should be a question mark: --Did he mean to ask "about quotations" (Neff)? (ALSO) He meant to ask "about quotations" (Neff)! If the question mark (?) or exclamation (!) is part of the quoted material, then include the punctuation within the quote, and also put end punctuation after your citation tag (this is --the exception to the rule we discussed in class about end punctuation almost always coming after the tag):
Did he mean to ask "What about quotations?" (Neff).
How do I format long quotes?
Follow the Purdue OWL (MLA) rules:
-for four lines of text or more
-Do not include quotation marks
-Indent text 10 spaces
-Put the citation tag after the end punctuation (this is opposite of the general rule for shorter quotations).
Fri. DUE: Lit. Analysis and Critical Evaluation of "The Dead" --to TURNITIN.com by 9AM, AND --print copy to me in class; anything else is late.
--Discussion of Fiction Project HW: Read Ch. 1 and... --Complete Reading Journal on Ch. 1: Use one of the "Question/Considerations" on A Study of James Joyce as focus
MON. 12/20 through THURS. 12/23
Mon.
--Discuss Ch. 1; collect journals HW: Read Ch. 2 and... --Discussion Post on Ch. 2 due by tomorrow's class; for your post, choose one of the prompts from the Joyce page.
Tues.
--Discuss Ch. 2 and posts
Compare/contrast tone (and with it, the narrator's use of language) between Chapters 1 and 2
Compare/contrast Stephen's attitude towards authority figures (teachers; his father; "bully" figures such as Heron) in Chapters 1 and 2
Evidence of Stephen's growth and development as a young man (Bildungsroman) and as an artist (Kunstlerroman); Stephen's epiphanies and anti-epiphanies
HW: Make sure you review your study guide questions through first two chapters
Wed. --QUIZ through Chapter 2
Thurs.
--Bring your Fiction Workshop journals in to class. Be prepared to discuss some of your concepts and/or character/dialogue observations with rest of class.
HW: Due during the week we return to school: story concepts journal AND character/dialogue activity. See Fiction Workshop. Have at minimum about a page for each: several concepts, some as bare as a sentence, some developed into a paragraph or more. For Character/dialogue: physical traits, personality, dialogue examples, mannerisms, etc.
HW: Read Portrait Chapter 3. Pay attention to developments related to our discussion questions from A Study of James Joyce. Consider
Note that when we return from break, we're going to cover Ch. 3, 4, and 5 likely a day each. You are not required to read ahead, but it's a good idea if you have time.
MONDAY 1/3/11 through FRIDAY 1/7/11
Mon.
Fiction Workshop
Prompt: A person makes a New Year’s Resolution, but finds himself in a series of situations and trials in which it seems fate has decided he will fail to keep it.
--Write the opening of this story, beginning with the character’s resolution itself and the time/place in which he makes it, and leading to at least the first “trial” to challenge him.
Discuss Portrait Chapter 3(w/ lottery winners)
HW: Complete Fiction work for tomorrow. Reading due: Ch. 4 for Wednesday and Ch. 5 for Friday Unit 2 Vocab Quiz on Thursday
Tues.
Fiction Workshop. Story Concepts and Character Observation Activity Due for check.
Discuss elements of characterization and dialogue you observed; Take one story concept and outline elements of form and style you plan to include (your story should include some dialogue); Then, take your concept and outline and expand to a page of the story
Wed.
Discuss Portrait Chapters 3 and 4
Thurs.
Unit 2 Vocab Quiz
Chapter 4 Discussion:
Reactions?
Developments in Stephen as a character? How does Joyce use language to communicate any of these developments?
(my p.162-63) Stephen's mortification of the senses: "But he had been forewarned of the dangers...and never in his pockets or clasped behind him."
(my 166, right after scene break) Look for repetition in lines from "The director stood in the embrasure of the window" through "The grave and cordial voice went on easily with its tale..." What do you notice? What effect does this have?
What evidence do we have that Stephen is nearing a rejection of the religious authority that he's temporarily embraced? (my p.169)
(my 171) Priest speaking to Stephen about joining the priesthood: "To receive that call..." through "A flame began to flutter again..." Effect of Joyce's repetition? (Consider the allusions to God, the Devil, and Lucifer's fall earlier)
(my 174-75) "The Reverend Stephen Dedalus, S.J.": Look at Stephen's image of himself as a priest.
(my 175) Stephen's epiphany ("He would never swing the thurible before the tabernacle as a priest. His destiny was to be elusive of social or religious orders...") and diction in the paragraph that follows: "The snares of the world were its ways of sin..." to "still unfallen but about to fall." Look at repetition in this paragraph; who and what is being alluded to?
(my 179) "He turned seaward from the road...thin wooden bridge..." (the bridge symbol). And the beach symbol: Stephen's epiphany on the beach (beach: in between two worlds of land and water; sand ever-changing; symbolic of transition and change)
(my 180) "---A day of dappled seaborne clouds" (words and Kunstlerroman)
(my 183) "--Stephanos Dedalos..." through "His heart trembled...as though he were soaring sunward" (Daedalus and Icarus allusion and connection to Stephen's epiphany)
(my 185-86) "A girl stood before him in midstream..." through "...of mortal beauty, her face." (bird image and girl; Stephen's elevation of the girl into a symbol of art goes with his artistic tendencies)
Fri.
(existential snowman)
Our schedule's moved one day ahead, so we'll discuss Chapter 5 on Monday (1-2 pg. story write-ups still due Monday). Portrait AP Essay on Tuesday. Intro Siddhartha on Wednesday.
MON.
(from Ch. 4) Look once again, in detail, at significance of Stephen's epiphany towards the end of Chapter 4 (the beach, understanding his "name", crafting the symbol of the girl/bird) and how Joyce uses language to represent this internal action.
Discuss Portrait Chapter 5 (end)
Stephen's final rejections of authority (religious, national, etc.)
Stephen's creation of an aesthetic theory (theory of art): definition of beauty; the place of the artist with respect to his/her creation; Stephen's three essential forms of art: lyrical, epical, dramatic; Stephen's ideal image of the artist: "Like the God of the creation, [who] remains within or behind or beyond or above his handiwork, invisible, refined out of existence, indifferent, paring his fingernails."
Stephen's conflict with the Dean and other students (conflict with issues of language and nationalism).
Explain these passages:Stephen to Davin: "This race and this life and this country produced me...[but] I shall express myself as I am...My ancestors threw off their language and took another...They allowed a handful of foreigners to subject them. Do you fancy I am going to pay in my life and person debts they made? What for?"
and "When the soul of a man is born in this country there are nets flung at it to hold it back from flight. You talk to me of nationality, language, religion. I shall try to fly by those nets."
Stephen and Cranly's debate. Stephen's reply and creed: non serviam. "I will not serve..." (Lucifer's words to God and reason for his fall) "...using for my defense the only arms I allow myself to use--silence, exile, and cunning."
Effect/importance of the ending diary entries?
Stephen's artistic creation, the villanelle (technically impressive, but emotionally detached--much like Stephen himself). How does this bode for Stephen's future as an artist?
1-2 pg. story write-ups due MONDAY
TUES. In-class AP essay on Portrait. One period. No books, just your knowledge. Choice from two prompts. Consider: a) How is Stephen's experience with exile both alienating and enriching? b) How does Joyce give internal events (such as Stephen's epiphanies, and moral and artistic development) the kind of excitement and suspense usually associated in fiction with external events?
WED. Snow Day
THURS.
Intro Siddhartha: Herman Hesse and religious/philosophical context of the novella (Yes, novELLA; you have two shorter works coming up. How about that?)
See Siddhartha (especially "Glossary of terms...")
Siddhartha Background Presentation
Look at Study Guide Questions for each chapter (Not collected, but these are basis for test questions and some discussion; if you're unsure of any of the answers, ask in class)
HW: Read Sidd Part 1 (Ch. 1-4: p. 1-34) -Complete Quote Journal: print and bring next class for collection.
WED. Mid-term details (see document towards bottom of this page) Monday 1/24; (Room C147); 7:45-9:22
delay (no class-- again)
THURS.
-Discuss Sidd Part 1 (Ch. 1-4: p. 1-34) [Lotto Discussion]
-Part 1 Reaction Journal due HW: Read Sidd Part 2 (Ch. 5-8: p. 37-81) (You should've had plenty of time to get started on this earlier) -Post one of your quote journal quotes/analyses on turnitin.com discussion board. FRI.
-Discuss Sidd Part 2: Ch. 5-8 (p. 37-81) [Lotto Discussion]
-Part 2: Ch. 5-8 Discussion Post due. HW for next class after midterms: Read Sidd Part 2 (Ch. 9 + 10: p. 82-104) -Complete Quote Journal: print and bring next class.
[After Midterms]
-Discuss Sidd Part 2: Ch. 9 + 10 (82-104)
-Part 2: Ch. 9+10 Reaction Journal due HW: Read Sidd Part 2 (Ch. 11 + 12: p. 105-122) -Complete Quote Journal: print and bring next class for collection.
Return AP essays and midterms; handout on essay strategies
Begin Siddhartha 3 x 3(?)
Tuesday
snow
HW (for MONDAY due to snow): Read background materials on Albert Camus's philosophy of the Absurd (note: the first .pdf document is the longest-- just look through it. The documents that follow are all short, so don't be dissuaded by the fact that there are four files here. They're short and important for understanding Camus's philosophy which serves as background for his writings.)
Siddhartha Objective test (4 short reading passages: 20 questions total)
Make sure you know the following:
Basic Hindu and Buddhist religious concepts discussed in the text (Moksha/Nirvana, Samsara, the Four Noble Truths, the Eightfold Path, Brahmin, Brahman)
literary/aesthetic/philosophic concept of Apollonian vs. Dionysian: Apollonian referring to attributes such as reason, order, restraint, and harmony, and Dionysian referring to frenzied, passionate, undisciplined characteristics
parable - a story from which a moral or spiritual truth may be discerned.
synecdoche – use of a whole to represent a part (or part to represent the whole)
roman à clef. - a French term for a novel in which real people or events appear in a
work of fiction.
diatribe - a prolonged speech; usually bitter
epithet (we've discussed this one before)
Everything else on the test you've either heard before or have the ability to figure out on your own.
HW (see above listing under Tuesday: read Camus documents)
Tuesday
Background presentation on Camus's philosophy of the Absurd and The Stranger
Discussion of background reading
HW: Read Ch. 1 and 2 (through p. 24)
Wednesday
The Stranger (ch. 1 and 2)
Summarize ch. 1 and 2
Group Discuss #1: How does Camus use language and point of view to characterize Meursault?
Group Discuss #2: How does Meursault fit the title of "The Stranger" (or, as it was also titled, "The Outsider")?
Group Discuss #3: Find examples of light imagery; how does light affect Meursault?
Group Discuss #4: Is Meursault a reliable or unreliable narrator?
HW: Read p. 25-59 End of Part I: (Ch. 3-6)
Thursday
Discuss The Stranger[ch. 3, 4, 5, 6 (p. 25-59): end of Part I]
Friday
Quiz on Philosophy of the Absurd (review info on Keynote handout)
Finish discussion of Part I of The Stranger
HW: Read Part II: Ch. 1-3 (p. 63-97)
Monday
Discuss Part II: Ch. 1-3 (p. 63-97)
Part 2, Chapter 1: (1) Why does Meursault's lawyer ask questions about Maman's funeral? Do these questions pertain to his case?
(2) What emerges as the relationship between M. and the legal system? How does this relate to Man in the Absurd universe?
(3) What is the unanswerable, and odd, question surrounding the nature of the murder? Does the answer matter, in a legal sense? In a purely rational sense?
(4) Is it significant that M. rejects God? To the other characters? To the reader?
(5) What epiphany, of sorts, does M. have in this chapter? Part 2, Chapter 2: (1) How is M.'s sea view from his cell symbolic?
(2) What distinction does M. make between the thoughts of a free man and the thoughts of an imprisoned man?
(3) What makes M. different from the rest of the prisoners? Why is this important?
(4) How does the story in the newspaper work as an allegory?
(5) Explain any symbolic significance to the end of the chapter. Part 2, Chapter 3:
(1) Explain the prosecution's focus on M.'s actions at Maman's funeral vigil and funeral.
(2) Camus uses M.'s case to offer a problem to the reader, namely whether or not life's actions impact each other, or mean anything at all. How does that concept work in this chapter?
(3) How does the last line of the chapter echo the philosophy of fatalism? HW: Read Ch. 4-5 (the end)
Tuesday
Discuss Part II: Ch. 4-5
Part 2, Chapter 4:
(1) M. comments on human qualities and how they can be viewed from different perspectives: specifically, some qualities that are good in an innocent man can be "crushing" for a guilty criminal. Explain. Part 2, Chapter 5:
(1) Read the section from p.109-112: (a) What is Meursault's problem with the guillotine as a method of execution? (b) What paradox exists between the executioner and the condemned man? (c) What alternative does he suggest?
2) As strange as his alternative might initially sound, how does it fit with Meursault's worldview/philosophy and the events that have brought him here?
(3) What do you make of M.'s statement that "there was nothing more important than an execution...it was the only thing a man could truly be interested in"?
(4) Explain M.'s view of death in this chapter and then state why it is nihilistic. How do we know this is not Camus speaking through Meursault?
(5) What evidence do we have in this chapter that Meursault is finally capable of expressing emotion?
(6) At the very end, Meursault, "For the first time in a long time [thinks] about Maman." Why does Meursault say, about Maman, "Nobody, nobody had the right to cry over her."?
(7) What do you make of Meursault's last lines, from "I opened myself to the gentle indifference of the world..." to the end?
Wednesday
AP Objective Test on The Stranger
BRING YOUR BOOK. If you want to reread/review, the test will be on the following passages:
p.22-24; p.34-37; p.40-46; p.64-69; p.110-115
You will have all of the class period, but only the class period, to finish the test.
Thursday
AP Language/Rhetoric Intro
See Language and Rhetoric page for relevant files and links. This will be especially important because you'll be expected to do some independent learning since I'll be out next week. Review the terms and look at examples; make sure you understand them.
Friday
Begin reading Thoreau "Civil Disobedience" and analyze/annotate for rhetorical devices. Use notes sheet from yesterday's class as an aid.
Tues. 2/22 through Fri. 2/25
Tuesday
Analyzing rhetoric in film. Pay particular attention to audience appeals (logos, ethos, pathos).
Wednesday
Film cont'd
Thursday
Finish film.
Review for tomorrow's rhetoric quiz. See bottom of Language and Rhetoric page for details on test format. Know the information given there.
HW: Make sure you have read Thoreau essay and are prepared to discuss his style and use of rhetorical devices for Monday. Annotate the essay.
Friday Rhetoric Quiz #1
Mon. 2/28 through Fri. 3/4
Monday
Small Groups and class discussion: rhetorical analysis of style and devices in Thoreau's "Civil Disobedience"
HW: Read and annotate David Foster Wallace speech AND Dave Barry "Road Rage" essay Tuesday
Discuss: rhetorical analysis of Wallace speech and Barry essay
Wednesday
Assign Partner Project: Rhetorical Analysis of Political Cartoon or Advertisement
AP Language Test: Essay section and examples
First, we'll focus on a sample essay of the type on Friday's test.
AP Language Test: explanation of rest of essays and examples; Multiple Choice section and examples (cont'd from Wednesday)
Friday Rhetoric Quiz #2: In-class Essay
HW:
#1: Take-home Multiple Choice Test: AP Language Prose Passage
complete for Monday (graded). We'll collect and discuss before moving on to Brave New World.
#2: Read Brave New World intro packet p. 3-18. You'll have a short quiz on Tuesday , so be prepared to
(#1 and #2) provide two figures/events from the Historical Background section and (#3 and #4) briefly explain their importance (p.3-7);
(#5 and #6) name two characters and explain the significance/references behind their names (p.8-9) (#7 and #8);
define the dystopian novel (#9) and provide two conventions of the genre (p.10) (#10 and #11);
identify one of the real life, failed Utopian societies (#12) and explain why it failed (p.11-13) (#13);
name one theme/subject of the novel (#14) and one motif that occurs in it (p.14-18) (#15).
Mon. 3/7 through Friday 3/11
Monday
Collect (graded) AP Language Multiple Choice. Discuss answers.
Discuss Visual Rhetoric Partner Project and first presentation dates
first date: Monday
ASSESSMENT: Requirements: min. 5 minutes; handout provided for teacher--if you can bring it up online, then no further handouts required. if you can't, then handouts required for each student (make 20)
ASSESSMENT: think of this as a visual equivalent to what you were to do in the prose passage analysis: explain the visual medium's intent and audience, any rhetorical devices and appeals used, and HOW and WHY they are effective (or ineffective)
Watch "Shift Happens" Video
Hand out Yes/No Discussion Sheet
HW: Quiz tomorrow on BNW Background Packet (see red above) HW: Complete Yes/No Discussion Sheet Tuesday
"'And that,' put in the Director sententiously, 'that is the secret of happiness and virtue--liking what you've got to do. All conditioning aims at that: making people like their unescapable social destiny'" (16).
Examples of behaviors, attitudes, or beliefs that arise, in part, from conditioning in our society? What processes are used to condition (where does conditioning come from in our society)? Is conditioning good? Bad?
Read the passage in Chapter 2, beginning on page 22 with, “One of the students held up his
hand,” and ending, “But then most historical facts are unpleasant” on page 24. Discuss Huxley’s use of satire to expose the shortcomings of his
futuristic society. Do not merely summarize the passage.
"Designer Babies" Video (if time)
HW: Read BNW Ch. 3 and 4
Friday
Discuss Brave New World Ch. 3 and 4 HW: Read BNW Ch. 5, 6, 7 for TUESDAY: See Brave New World for link to online text if you don't have book.
Wednesday
Discuss Ch. 8 and 9
--"Nay, but to live...Over the nasty sty...The strange words rolled through his mind; rumbled, like the drums at the summer dances, if the drums could have spoken...beautiful...A man can smile and smile and be a villain. Remorseless, treacherous, lecherous, kindless villain" (131-32).
--"Alone, always alone," the young man was saying. The words awoke a plaintive echo in Bernard's mind..."So am I," he said, on a gush of confidingness. "Terribly alone" (137).
--"I wonder if you'd like to come back to London with us? he asked, making the first move in a campaign whose strategy he had been secretly elaborating..." (138).
--"O wonder!...how many goodly creatures are there here? How beauteous mankind is!..." (139).
Write down
Question; Comment; Quote
Example and analysis of Satire
Byronic Hero and Noble Savage: notes
Shakespeare allusion (Hamlet and The Tempest)
Thursday Quiz on Ch. 1-9 MUST BRING CHAPTERS 1, 4 (part 2), and 6. It's your responsibility to bring these to class; your own fault in not doing so does not excuse you from the quiz.
Analyze Huxley's use of satire throughout any or all of these four chapters; what is he satirizing and how does he do so? Provide both text evidence and your analysis. (approximately 500 words) (1) Identify examples of satire from BNW (2) Provide text support (3) Analyze effect and the intent of Huxley's satire
Monday 3/21 through Friday 3/25
Monday
Discuss BNWCh. 10, 11, 12, 13
Discuss your analysis of Satire
Collect satire essays.
Your Questions and Comments
Ch. 10: p. 146-47 (analyze effect)
p.160 allusion: new context, new meaning
p. 177: new info on Mond
p. 206: death-conditioning the toddlers
*p. 209-210: allusion and new context, new meaning again*
*p.213-214: Helmholtz, John, Bernard
HW: Read Ch. 14, 15, 16 Journal: 4 Quote and Reaction: 1 from each category on Marginal Notes
Tuesday
Discuss BNWCh. 14, 15, 16
Your Questions and your Quotes (we'll try to work through each category from M. Notes)
Collect Journals
HW: Read Ch. 17 and 18 Journal: Two things.
First, just write down your reaction and reflection on the last two chapters of the novel. You can approach this in a stream of consciousness / freewritten fashion and it can be relatively brief (no more than a page). Just try to capture your thoughts right around the moment you finish the book.
Second, read the handout on Satire and Comedy. Type or write answers to the following questions:
(1) What obstacles must the satirist overcome, according to the author? How does this apply to Huxley? (2) What does the satirist ridicule, and how does he do so? Give examples of application from Brave New World. (3) According to the author, what questions must you raise "to determine the sincerity and profundity of the writer"? Answer some of these questions with regard to BNW. (4) Which of the satirical attitudes (tones) discussed fit Huxley's in Brave New World? Explain. (5) Which of the satirist's intentions discussed fit Huxley in BNW? (6) Provide some examples, from the author, of comedy's conventions (when does comedy occur?). Which, if any, apply in BNW? Explain.
Wednesday
2hr delay: no class.
Thursday Rain author: do you want to go?
Define "Thoughtful Laughter" (hand out).
Discuss answers to Satire homework. Focus on comedic conventions from the handout and discuss the idea of "thoughtful laughter"
Discuss reactions to Ch. 17, 18, end (read from some of your freewrites; I can do it or you can do it).
Final thoughts on the World State? Did you enjoy this? Learn anything from it? Does this book have value in a high school curriculum? Why or why not?
You MAY use your book (in fact, I encourage you to do so), and you MAY discuss the prompt with your peers, but you MUST write your own essay with your own ideas, your own evidence, and your own analysis. It's only intelligent to use the resources available (other people, books, etc.) to you to enhance your understanding; it's cheating to claim others' ideas as your own.
I will grade this as an AP open essay, so try to restrict yourself to a similar time frame and similar word count. If you give me three pages, you've given me too much. Perfectionists are allowed to be perfect, but there is no such thing as "110%," regardless of what your middle school coach may have told you.
Monday 3/28 through Friday 4/1
Monday
First, we've gotta talk (briefly) about the ending of BNW. What was Huxley's intent here (remembering that it's satire)?
Mustapha as puppet-master all along? John represented with obvious christ-figure imagery, but Mustapha, the Controller, might have manipulated his arrival to the World State... In either case, who won? Did Mustapha turn John's potential for martyrdom into an example to his people of why they need the World State (otherwise, you'll end up like him), or did John win out in a Meursault-esque fashion, shocking the World State viewers into turning the attention on themselves and their own behavior?
Consider also, in as rational a way as possible: If a "Savior Figure" were born into the World State, how would he/she be received? (Possibly a lot like John...).
Consider Huxley's possible satirical intent here; if this same figure were born into OUR world, really, how would he be received by the world?
There will always be Bernards and there will always be Helmholtzes. John, on the other hand, is fairly unique. But if we get to be the World State, is it too late? Should we be disappointed in John's failure (debatable, depending upon your interpretation of the ending) to achieve his heroic destiny or was he born into a world that had already reached a point of no return?
The #1 Question to ask yourself for analysis of any poem: How does this poem convey meaning? (sound familiar?)
Poet on Poetry: "Poetry is just the evidence of life. If your life is burning well, poetry is just the ash" (Leonard Cohen).
Poet on Poetry Analysis: "The text is a lazy machine that needs to be activated" (Umberto Eco).
Visual Rhetoric Presentations (moved due to 2hr delay)
Finish close reading of "The Groundhog" (if not already complete)
HW: Compare/Contrast essay: "...Toad" and "...Groundhog" (Treat it as an AP essay; try to complete it in 40-50 minutes.) DUE FRIDAY, BEGINNING OF CLASS PROMPT: Compare and contrast Richard Wilbur's "The Death of a Toad" and Richard Wright's "The Groundhog". In your essay, consider each poet's style and use of literary devices, including theme and tone.
Thursday
Finish close reading of "The Groundhog" (if not already complete)
Practice with AP Poetry Multiple Choice
HW reminder: Compare/Contrast essay: "...Toad" and "...Groundhog" (Treat it as an AP essay; try to complete it in 40-50 minutes.) DUE FRIDAY, BEGINNING OF CLASS PROMPT: Compare and contrast Richard Wilbur's "The Death of a Toad" and Richard Wright's "The Groundhog". In your essay, consider each poet's style and use of literary devices, including theme and tone.
Friday
Start Perrine poems from Chapter 1: "What is Poetry?"
6. "The Computation" by John Donne.
metaphysical conceit: a conceit (poetic idea, usually a controlling/extended metaphor) that distorts reality in creating its comparison between two things; in other words, it's a controlling metaphor that stretches the normal rules of nature in creating its comparison (17th century poets like John Donne and Ben Jonson were famous for use of this-- known as the metaphysical poets)
apostrophe: when a speaker appeals to an off-stage figure (for Donne, it's usually God or a lover)
11. "Terence, this is stupid stuff" by A.E. Housman.
parable: a succinct story, in prose or verse, that illustrates a lesson (differs from a fable in that a parable usually has human characters whereas a fable usually has animal, natural, or inanimate objects as characters)
HW: Finish reading Perrine poems from Ch. 1; Complete following Question #'s:
Complete Questions: 1. "The Eagle" (#2); 2. "Winter" (#2 and 3); 3. "Dulce et Decorum Est" (#1, 3, 4); 4. "Spring" (#2, 3); 5. "The Whipping" (#1 and 2); 6. "The Computation" (#1, 2, 3); 7. "Hawk Roosting" (#2, 3); 8."Ballad of Birmingham" (#1, 2, 4); 9. "The Red Wheelbarrow" (#1); 10. "The Pasture" (#3); 11. "Terence, this is stupid stuff" (#1, 2, 3, 4); 12. "Ars Poetica" (#2)
Monday 4/4
Collect poetry essay
Discuss how to approach it. Give option for revision/submission tomorrow.
See following samples for Comparison/Contrast Poetry essay prompt:
[scores of sample student essays: look at scores for Question #1. Highest are MM (9), FF (8), and X (7)]
Discuss Ch. 1 poems
Collect Ch. 1 HW
HW: Essay revision (if you so choose) due WEDNESDAY (anything after this is late). HW (for Wednesday): Read Ch. 2 poems: 13. "The Man He Killed" (#2); 14. "A Study of Reading Habits" (#1, 2, 3); 15. "Is my team plowing" (#1, 2, 3); 17. "There's been a death in the opposite house" (#1, 2, 3, 4, 5); 21. "Mirror" (#1); "The Subalterns" (#1, 2)
Tuesday 4/5
In-class poetry Multiple Choice Quiz
Hand out Poetry Research Paper assignment (your final major paper of AP English!)
Poet selection is first come, first serve. See me by this Friday at the latest with your selection (come prepared with a 1st, 2nd, and 3rd choice); if you elect not to make your own choice, I will assign a poet to you from those left.
Drafts due... for in-class revision. Final papers will be due....
HW: Ch. 2 poems NOTE: From now on, read and do the homework for the poems FOR the day of discussion. In other words, the poems and assignment listed for Wednesday, 4/6 (tomorrow's class), are the poems you should read tonight for homework.
Also, when I list notes on literary devices along with chapters, they're usually taken from the following source:
Arp, Thomas R. Perrine's Sound and Sense: An Introduction to Poetry. 9th ed. Orlando: Harcourt Brace & Company, 1997. Print
Wednesday 4/6
Discuss Ch. 2 poems
13. "The Man He Killed" (#2)
14. "A Study of Reading Habits" (#1, 2, 3)
15. "Is my team plowing" (#1, 2, 3)
17. "There's been a death in the opposite house" (#1, 2, 3, 4, 5)
21. "Mirror" (#1)
"The Subalterns" (#1, 2)
HW: Ch. 3 poems
Thursday 4/7
Discuss Ch. 3 (Denotation/Connotation) Poems
denotation is the dictionary meaning or meanings of a word; connotation is what it suggests beyond this: its overtones and undertones of meaning. For example, home means a place where one lives, but it carries connotations of security, love, comfort, and family (or even contrasting connotations depending on your personal experience). Doubloon is a coin, just like nickel or penny, but doubloon also conjures up associations with pirates, even though this is nowhere in its denotativemeaning.
"When my love swears that she is made of truth": 2. How is the contradiction in line 2 to be resolved? In lines 5-6? Who is lying to whom?; 3. How do "simply" (7) and "simple" (8) differ in meaning? The words "vainly" (5), "habit" (11), "told" (12), and "lie" (13) all have double denotative meanings. What are they?; 4. What is the tone of the poem?; State the theme (central idea) of the poem in a sentence or two.
"The world is too much with us": 1. vocabulary: boon (4), Proteus (13), Triton (14). What two relevant denotations has "wreathed" (14)?; 3. Should "Great God!" (9) be considered as a vocative (term of address) or an expletive (exclamation)? Or both?; 4. State the theme (central idea) of the poem in a sentence or two.
"One Art": 1. What various denotations of "lose" and its derivative forms are relevant to the context? What connotations are attached to the separate denotative meanings?; 2. Explain how "owned" (14) and "lost" (13) shift the meanings of possessing and losing; State the theme (central idea) of the poem in a sentence or two.
Choose ONE poem from this section and do a 1 pg. (double-spaced) freewrite/written "Think-Aloud". In this Think-Aloud, pose questions you have on the poem, identify unfamiliar vocabulary and allusions, make connections to your own experience, rephrase inverted or otherwise confusing lines, and otherwise comment on the poem. NOTE: When you have a freewrite assignment, also make sure to focus on the literary device(s) of focus in the chapter. (So for Chapter 3, focus on denotation/connotation/diction).
HW: Ch. 4 poems
Friday 4/8
Poetry catch-up day
Think-aloud Read-aloud: "When my love swears..." and "one Art"
Discuss "One Art"; "There's been a death in the opposite house"; "When my love swears that she is made of truth"; "The Subalterns"
Hand-out: Perrine's notes on poetic devices
Remaining Poet choices?
Monday 4/11
Library for Poetry Research Paper
Background sheet due next Monday, 4/18
Tuesday 4/12
Lib. for Poetry Research Paper
Wednesday 4/13
Discuss Ch. 4 (Imagery) Poems
"Imagery may be defined as the representation through language of sense experience" (Arp). Imagery can make many types of sensory appeals, such as visual imagery (sight), auditory (sound), olfactory (smell), gustatory (taste), tactile (touch), organic (internal sensation such as hunger, thirst, nausea), or kinestheticimagery (movement or tension in the muscles).
"I felt a funeral in my brain" by Emily Dickinson: 1. What senses are being evoked by the imagery? Can you account for the fact that one important sense is absent from the poem?; 3. With respect to the funeral activities in stanzas 1-3, where is the speaker imaginatively located?; 4. What finally happens to the speaker?; State the theme of the poem in one to two sentences.
"The Forge" by Seamus Heaney (scroll down the page to find it): 2. How do the images describing the blacksmith (10-11) relate to his attitude toward his work and toward the changing times?; 3. The speaker summarizes the smith's world as "shape and music" (9), terms that suggest visual and auditory imagery. What do the contrasts between visual images contribute? The contrasts between auditory images?; State the theme of the poem in one to two sentences.
"After Apple-Picking" by Robert Frost: 1. How does the poet convey so vividly the experience of "apple-picking"? Point out effective examples of each kind of imagery used. What emotional responses do the images evoke?; 2. What is the speaker's attitude toward his work?; 4. The poem uses the word sleep six times. Does it, through repetition, come to suggest a meaning beyond the purely literal? If so, what attitude does the speaker take toward this second signification?; 5. If sleep is symbolic (both literal and metaphorical), other details also may take on additional meaning. If so, how would you interpret (a) the ladder, (b) the season of the year, (c) the harvesting, (d) the "pane of glass" (10)? What denotations has the word "Essence" (7)?; State the theme of the poem in one to two sentences.
"Metaphor and simile are both used as a means of comparing things that are essentially unlike. The only distinction between them is that in simile the comparison is expressed by the use of some word or phrase, such as like, as, than, similar to, resembles, or seems; in metaphor, the comparison is not expressed but is created when the figurative term is substituted for or identified withthe literal term" (Arp).
"Metaphors may take one of four forms, depending on whether the literal and figurative terms are respectively named or implied. In the first form of metaphor, both the literal and figurative terms are named. In the second form, the literal term is named and the figurative term is implied...In the third form of metaphor, the literal term is implied and the figurative term is named. In the fourth form, both the literal and figurative terms are implied" (Arp).
"Personification consists in giving the attributes of a human being to an animal, an object, or a concept. It is really a subtype of metaphor, an implied comparison in which the figurative term of the comparison is always a human being" (Arp).
"In contrast to [simile and metaphor] that compare unlike things are two figures that rest on congruences or correspondences. Synecdoche (the use of the part for the whole) and metonymy (the use of something closely related for the thing actually meant)...both substitute some significant detail or aspect of an experience for the experience itself. Thus Shakespeare uses synecdoche when he says that the cuckoo's song is unpleasing to a "married ear" (No. 4), for he means a married man...Housman's Terence (No. 11) uses synecdoche when he declares that "malt does more than Milton can / To justify God's ways to man," for "malt" means beer or ale, of which malt is an essential ingredient. On the other hand, when Terence advises "fellows whom it hurts to think" to "Look into the pewter pot / To see the world as the world's not," he is using metonymy, for by "pewter pot" he means the ale in the pot, not the pot itself, and by "world" he means human life and the conditions under which it is lived" (Arp).
"Bereft" by Robert Frost: 1. Describe the situation precisely. What time of day and year is it? Where is the speaker? What is happening to the weather?; 2. To what are the leaves in lines 9-10 compared? How does that comparison reflect the state of mind of the speaker?; 3. The word "hissed" (9) is onomatopoetic. How is its effect reinforced in the lines following?; 4. Though lines 9-10 present the clearest example of the second form of metaphor, there are others. To what is the wind ("it") compared in line 3? Why is the door "restive" (4) and what does this do (figuratively) to the door? To what is the speaker's "life" (15) compared?; 5. What is the tone of the poem? How reassuring is the last line?; 6. State the theme (central idea) of the poem in a sentence or two.
"It sifts from leaden sieves" by Emily Dickinson: 1.This poem consists of a series of metaphors having the same literal term identified only as "It." What is "It"?; 2. In several of these metaphors the figurative term is named--"alabaster wool" (3), "fleeces" (11), "celestial veil" (12). In two of them, however, the figurative term as well as the literal term is left unnamed. To what is "It" compared in lines 1-2? In lines 17-18?; 3. Comment on the additional metaphorical expressions or complications contained in "leaden sieves" (1), "alabaster wool" (3), "even face" (5), "unbroken forehead" (7), "a summer's empty room" (14), "artisans" (19).; 4. State the theme (central idea) of the poem in a sentence or two.
Be familiar with the devices and discussion thus far (as well as the other devices we've discussed throughout the year that also apply to poems, such as tone) and review all steps of your poetry analysis sheet, including your literary theories. The quiz will ask you to apply this information and analytical approach to a single poem that we have not yet read.
HW: read poem for Monday: Keats' "Ode to a Nightingale"; Read handout on "The Method": strands, binaries, etc. Complete homework on Keats poem before class. Bring to class. Also, Background summaries due (Research Paper)
For Tuesday: read "Out, Out--" and "In Just--" (p.122-126); annotate "In Just--" Poem selections due (Research Paper)
In-class close reading of "In Just--". Use everything you've learned, starting with (1) Binaries and Strands; (2) TP-CASTT; (3) Whatever's left! Also, Who is the balloonman, and why is he "goat-footed"? Consider possible allusions here (Greek mythology in particular). Also, provide examples of how sound contributes to meaning in the poem.
Complete and submit via email for next THURSDAY, 4/28
(1) Hamlet (Shakespeare); (2) Dubliners("The Dead", along with "Araby" and "Eveline") (Joyce); (3) A Portrait of the Artist as a Young Man (Joyce); (4) Siddhartha (Hesse); (5) The Stranger (Camus); (6) Brave New World (Huxley) Also consider, on your own, your independent novel and how it might be applicable. Also consider, on your own and within the class, novels and plays from previous years (10th and 11th grade, especially) that could be applicable.
Return Poetry Tests ("Icarus"). Great work, overall.
HW: Ch. 7 poems for Wednesday (you have packet) Poetry Research Paper: Poem Selection Due
Read in packet: Figurative Language 3 (Irony, etc.): p. 105-110 (including definitions and poems: "One Perfect Rose"; "The Chimney Sweeper"; "Ozymandias")
Thursday 4/21 [AP Practice Test] In-class Essay 1: Poetry Prompt
(star if you are taking the AP Lit Exam)
Friday 4/22 No school
Monday 4/25 No school
Tuesday 4/26
[AP Practice Test] In-class Essay 2: Prose Prompt
(star if you're taking the AP Lit exam)
Wednesday 4/27 NOTE: 1st period, there is a MANDATORY meeting in C200 for AP Test Takers.
[AP Practice Test] In-class Essay 3: Open Prompt
(star if you're taking the AP Lit exam)
Thursday 4/28
[AP Practice Test] In-class M.C. Part 1 (~30 minutes: #1-26))
Wiki Text Reviews DUE: EMAIL WORD DOC TO ME
Friday 4/29
[AP Practice Test] In-class M.C. Part 2 (~30 minutes: #27-55)
Discuss Research Paper Rubric. Questions?
Requests for next week's review?
Monday 5/2
Return essays; General class feedback/suggestions for each prompt; look at sample essays for each prompt
TIPS and REMINDERS for Essays (in no particular order)
1) Always identify what the prompt is asking you to do, and do it.
2) (Poetry: if given compare/contrast prompt): Decide on some type of organizational method (Point by Point or Block are both good options, but others are available) and use it.
3) Note that if you are asked to "compare" you are also being asked to contrast; sometimes the prompt is not explicit with this.
4) The primary purpose of the essays is to give you an opportunity to show what you know. You know a lot, so use what you've learned to show it. TP-CASTT is good for annotating Poems for the Poetry essay. DIDLS is good for poetry and prose, specifically for talking about tone, diction, etc. (all of which contribute to theme). Do not let these mnemonics restrict your analysis, but do use them as a great starting point.
5) Remember that "meaning" as in, "...and explain how it contributes to the meaning of the work as a whole" is synonymous with theme, and nearly everything in a poem or prose excerpt contributes to theme/meaning, especially tone, figurative language, imagery, diction, and irony.
6) Always identify WHAT the writer is using in a text (devices), but also, most importantly, explain HOW these devices contribute to meaning (theme) or you will never earn the higher score ranges.
7) Always refer to the text as evidence if you are provided with a text (and, if possible, even when you are not). Give all words if the quote is shorter. If quoting a longer excerpt, use "first...last" (line #'s).
8) (Intros) The intro should do a few things.
(a) It should primarily present your thesis/focus statement. This thesis/focus statement should concisely, but fully (it's not a paradox; think about it) respond to the prompt.
(b) It should present a creative, original, but relevant opening to enhance the written style of your essay, because style does affect your score (it can raise it a point).
Once you do both of these things, you can and probably should move onto your analysis/body.
9) (Conclusions)
Although you do not need a well-developed conclusion if you are running short on time, a strong conclusion, much like the intro, definitely helps to improve your score. Consider the "So what?" question in your conclusion; apply the theme/meaning of the work on a universal level.
Last minute questions? Requests?
Sample essays on each prompt (Poetry, Prose, and Open)
Remember that you have 1 hour to complete this section. It usuallycontains 4 or 5 passages with 55 to 60 questions, so you must be as efficient as possible and keep track of your time. (The M.C. section is worth 45% of your total exam score).
It's a good idea to look at the test very quickly to determine exactly how many passages it contains so you can budget your time accordingly.
If you spend five minutes reading each passage and poem, you'll have roughly 45 seconds for each question. But realize that each exam contains questions that eat up the clock (because of difficulty and/or answer choice format).
Don't stress out based on your scores from our practice session; no one is supposed to get 100% of these questions correct. In theory, if you get an average of 5's on your three essays, you can get as low as 50% of the M.C. correct and still score a passing grade on the exam (That is, a 3).
As far as reading the passages, figure out a system that works for you beforegoing into the test. My preference:
Read the passage at a slightly faster pace than you normally would (but still slow enough for comprehension) while underlining key words, phrases, repetitions, devices that stick out to you (but don't stop while going through it other than this). Then, as you work through the questions, refer back to the passage as necessary.
Note: quickly annotating as you read through tends to increase your comprehension of the passage, even if you don't end up using the exact items that you underline or annotate.
Do not spend too much time on any one question. If you find yourself stumped but can eliminate an answer or two, go with your instinct (based on the text evidence) and move on to the next question.
You will come across "NOT," "LEAST," "EXCEPT," and "I, II, III" questions. These questions will take the most time. You might want to skip these and go back once you complete the last question of the passage. If you do skip, do not forget to also skip the number on your scantron.
Each reading passage presents a blend of easy, medium, and hard questions, but the difficulties don't follow any pattern (i.e. they do not go from easy to harder). Instead, the questions usually follow the chronology of the passage itself (i.e. the first questions refer to the earlier parts of the passage, whereas the later questions refer to later parts of the passage).
Before the end of the exam period, make sure you have answered all the questions. You do not lose any points for wrong answers on this exam (this is actually new as of this year's exam).
Remember that there may be more than one correct answer, but you are to choose the best answer based on the text evidence. On the multiple choice section, use the text to answer the questions over your own personal opinions or interpretations.
You can (and should) write on the test. Cancel out answers you know (or have a good hunch) are incorrect as you answer each question.
Activity
Hand out Answer Key for M.C. Discuss results of M.C. test. Focus on passages/questions with higher difficulty. Discuss why the correct answers are best choices and why the incorrect answers are poor choices.
And most importantly...
Breathe. Have confidence that you've prepared as well as you can, and you will do your best (Give 100%, and not a percent more...you know my feelings on that). Good luck!
Thursday 5/5 AP English Literature and Comp EXAM (Thursday, May 5th)
Friday 5/6
Now what?! Kidding, of course. Class most certainly does not end after exam day; we have the poetry research papers to work on. Besides this major paper, however, the out-of-class work will significantly decrease from what we've been accustomed to, so take a well deserved rest.
Monday 5/9 10 on 1: A strategy for using evidence to build analysis.
(Come to B117)
Tuesday 5/10 through Friday 5/13
Library for Poetry Research Paper
(Meet in Library)
Alright folks, you sweet-talked me into it. Here's the deal. Your paper must: -Explicate a close-reading/analysis of your poem. -Integrate and embed evidence from at least two sources to support your own interpretation (although your own interpretation should be the focus here). -The paper should still have an intro, thesis, body, conclusion, etc. but with the following significant changes:
The thesis is an argument about the poem's meaning, but does not have to address the secondary purpose of connecting to the poet's work as a whole
I've cut down your required sources (you only need two now)
The page count should be whatever's required to accomplish these goals (the close reading/analysis) in a thorough fashion. I think 4 to 5 pages seems reasonable, but again, be thorough. Don't just stop once you reach the page count unless you're finished.
Include your Works Cited and Annotated Bibliography (MLA format)
The reason I'm having you do this paper at all is because I want you to show me what you've learned about poetry (and this poet/poem in particular) and analytical writing. So do that, and you'll be fine.
Sound better?
Friday 5/13 Poetry paper due:
electronic copy to turnitin.com by Sunday 5/15 @ 11:59PM
Tuesday 5/17
-Finish reading Oleanna
-View film clips
Wed 5/18
Discuss Oleanna
Summarize rest of events.
Discussion Q's #1, 2, 3, 6
-Begin Vonnegut Intro
HW: Read Vonnegut and Slaughterhouse Five background material:
Read "Cold Turkey." Enjoy it, but also take note of Vonnegut's style. What characterizes his writing in terms of tone, diction, syntax, content, etc.?
Note Vonnegut and SH5background
Kurt Vonnegut background
Historical context
themes
style of the novel
Wikipediaentry
Vonnegut's "Life" through "Post-war career"
Personal Life
Politics
Religion
Self-assessment (but specifically, the 8 rules for writing a short story)
Appearances/Tributes
Thurs 5/19
Students intro Slaughterhouse Five;intro Postmodernism
Students intro Vonnegut and SH5
Discuss "Cold Turkey"
Intro Postmodernism
Begin reading Chapter 1 of SH5
HW: Finish Ch. 1 for Monday
Fri 5/20
Play (Auditorium) Mon 5/23
Pointing (Ch. 1): Prepare 2 or 3 quotes.
Discuss Ch. 1 of SH5
HW: Read Ch. 2 for tomorrow As you read, select a passage that you find interesting, but don't completely understand. Take note of the page number and excerpt. We'll use this tomorrow.
Tuesday 5/24
Notice and Focus on Ch. 2 excerpt (student selection)
Discuss Ch. 2
HW: Read Ch. 3 and 4
Wed. 5/25
Discuss Ch. 3 and 4
Do Notice and Focuson Backwards Movie passage (p. 74 "It was a movie about American bombers..." to p. 75 "...Adam and Eve, he supposed")
"Notice and Focus guides you to dwell longer with the data before feeling compelled to decide what the data mean. Repeatedly returning to the question, 'What do you notice?' is one of the best ways to counteract the tendency to generalize too rapidly...Start by noticing as much as you can about whatever it is you are studying. Next, narrow your scope to a representative portion of your evidence, and then dwell with the data. Record what you see. Don't move to generalization, or worse, to judgment...If you stay at the description stage longer, deliberately delaying leaps to conclusions, you are more likely to arrive at better ideas" (Rosenwasser and Stephen 24-25).
Step 1: Cast a wide net by continuing to list details you notice. Go longer than you normally would before stopping--often the tenth or eleventh detail is the one that will eventually lead to your best idea.
Step 2: Focus inside what you've noticed. Rank the various features of your subject you have noticed. Answer the question "What details (specific features of the subject matter) are most interesting (or significant or revealing or strange)?" The purpose of relying on interesting (or the other suggested words) is that these will help deactivate the like/dislike switch of the judgment reflex and replace it with a more analytical perspective.
Step 3: Say why three things you selected struck you as the most interesting (or revealing or significant or strange). Saying why will trigger interpretive leaps to the possible meaning of whatever you find most interesting in your observations.
HW: Read Ch. 5
Choose a quote or passage that you find interesting, or revealing, or strange, and do not completely understand. Take note of the page number and quote and bring tomorrow.
Thurs. 5/26
Discuss Ch. 5
HW: Read Ch. 6 and 7
Choose a quote or passage that you find interesting, or revealing, or strange, and do not completely understand. Take note of the page number and quote and bring tomorrow.
Fri. 5/27
Discuss Ch. 6 and 7
HW: Read Ch. 8
Choose a quote or passage that you find interesting, or revealing, or strange, and do not completely understand. Take note of the page number and quote and bring tomorrow. Mon. 5/30
No school
Wednesday 6/1
Discuss Ch. 9 and 10 and novel as a whole
*Your Questions/Comments
Small Groups: Write down your claims and evidence for each discussion topic. You should have at leastone claim for each topic, and at leasttwo pieces of text evidence for each claim.
1. The meaning of the bird’s chirp at the end of Slaughterhouse-Five is a matter of much debate. How do you interpret it? Consider that some critics claim that it is the embodiment of the “moral” of this novel; explain this interpretation (hint: consider the novel’s subjects and conflicts such as nature vs. technology/man and sense vs. senselessness, and how these relate to this possible “moral”).
2. Some critics claim that this novel attempts to recreate for the reader the experience of someone who suffers from PTSD. Assuming this is one way to read the novel, how does Vonnegut accomplish this?
3. In satire and especially postmodern novels (of which SH5 is both), the reader can’t take characters and events at face value alone, but must reach his or her own conclusions about deeper meanings. One unusual element in this novel is that Vonnegut himself appears in the book and occasionally expresses his outlook. Should we take Vonnegut at face value? How should we judge, for instance, the book’s “So it goes” indifference to death and war? Is this sentiment meant to be taken literally or ironically? Support your response.
You will write a letter addressed to yourself (well, an earlier version of yourself): yourself at the beginning of this year, on day one of AP English class. Try to remember what questions, concerns, worries, and interests you// had on the first day of class, and express and try to respond to these.Tell yourself what you (the earlier you) should expect from the class. What will he or she enjoy? What will be challenging? What will he remember? What will she forget? What will make the class worthwhile, useful? And so on.
Final Exam
Format:
50 Questions (multiple choice; true/false; matching; I, II, III, etc.)
1 Rhetorical Essay (analytical or argumentative)
Review literary, poetic, and rhetorical devices (be able to match definitions, answer related multiple choice, identify them in a text, and write about them)
The Stranger: Camus' philosophy of the Absurd; themes of the novel; events of the novel
Brave New World: Dystopian novel; satire; themes of the novel; events of the novel
Poetry: as stated above, know your poetic devices; be able to identify them in a poem to correctly answer multiple choice questions; identify tone shifts; identify characteristics of form and structure in a poem
Read a non-fiction text and respond in an AP-style analytical or argumentative rhetorical essay format
AP English Homepage
"Literature is the question minus the answer."
-Roland Barthes
For all of your spare time: Books.
AP EXAM DATES:
Class Exit Survey
http://www.surveygizmo.com/s3/532550/AP-Class-Exit-Survey
2010-2011 Curriculum Plan
Following is a brief and tentative version of our focus for this year:--Angela's Ashes: author's style, tone, DIDLS, AP Exam and AP Essay overviews and samples
--AP Open Question
--The College Essay
--Hamlet: tone, literary devices, Shakespearean text, Critical Theory Seminars and application, AP Essay on Shakespearean text
--Rosencrantz and Guildenstern are Dead: analyzing comic devices and comedic effect: the "What?" and the "How?"
--Short Stories: read widely and diversely from short fiction, literary devices of fiction and application, Theme statements, Workshop on Writing Short Fiction
--A Study of James Joyce: selections from Dubliners ("Araby", "Eveline", "The Dead"), A Portrait of the Artist as a Young Man, stream of consciousness, kunstlerroman
--Siddhartha: a study in style and structure, epiphany, bildungsroman
--Albert Camus: Existentialism (briefly), "The Myth of Sisyphus", The Stranger
------Research-based literary analysis of either Siddhartha OR The Stranger utilizing the Lit. Crit. Theory of your choice
--Kurt Vonnegut: Slaughterhouse Five, motifs, nonlinear structure, humor
--Rhetoric: terms and strategies, analyzing an author's use of rhetoric in prose essays, AP Language Exam
--Brave New World: application and analysis of rhetorical strategies
--Poetry: How to do a close reading, poetic devices, read wide and diverse poetry selections, analytical author-focused research paper
--AP Exam Strategies and Tips Review
Likely additions: Alice Walker's The Color Purple, Ibsen's A Doll's House, The Kiterunner...And anything else that serves our purposes and fits time and content restraints.
Glossary of Rhetorical Terms and Examples
Grammar and Writing Resources
MONDAY 11/1
Marxist Theory
TUESDAY 11/2
Discussion and Film: Rosencrantz and Guildenstern are Dead
WEDNESDAY 11/3
Archetypal Theory
THURSDAY 11/4
R. and G. are D.: Final Film/Discussion
Begin Short Stories:
FRIDAY 11/5
Feminist Theory
MONDAY 11/8
Reader Response Theory
- If time, discuss "Points of View"; discuss "Eleven". Finish tomorrow if necessary.
"Points of View" and "Eleven" read for today (and "Eleven" annotated)TUESDAY 11/9
Deconstruction Theory
HW:
WEDNESDAY 11/10
-DISCUSS Short Stories:
HW: Read and annotate:
- Updike, "A&P"
Also, see AP Short Stories page.THURSDAY 11/11
-DISCUSS Short Stories:
FRIDAY 11/12
Psychoanalytic Theory
HW for Monday:
MONDAY 11/15
-Discuss O'Brien's "How to Tell a True War Story" and Hemingway's "Soldier's Home"
HW: Read Faulkner's "A Rose for Emily"; also read the "Perspective" and "Sample Close Reading" that follow it; write a 1 page (250 words or less) reaction journal. Use your marginal notes handout as a guide to identify personal reactions, connections, and authorial devices that you notice in the text and synthesize and respond to these in your journal. Make sure you cite any examples from the text to support your evaluation.
Submit to turnitin.com by 9am Tuesday morning.
TUESDAY 11/16
-Discuss Faulkner's "A Rose for Emily"
HW: study for theories quiz; review Updike's "A&P"
WED. 11/17
-Critical Theories Quiz
- Be able to match beliefs, goals, and/or methods to the appropriate theories
- Be able to identify and apply theories to a few different works
-Discuss Updike's "A&P"HW: Read Hemingway's "Hills Like White Elephants"; Read Garcia Marquez's "A Very Old Man With Enormous Wings"; Do Discussion Post on turnitin.com.
THURSDAY 11/18
Discuss Hemingway's "Hills Like White Elephants"
HW: Study for U1 Vocab Quiz
FRIDAY 11/19
Unit 1 Vocab Quiz
-20 definitions, and a combination of 30 total Sentences, Synonyms, and Antonyms
-Discuss Garcia Marquez's "A Very Old Man With Enormous Wings"
HW: Read Carver's "Cathedral"; Read Cheever's "The Swimmer"; Analysis/Reaction due to turnitin.com by Monday morning, 9am: Choose ONE of these stories and write a 250-500 word analysis paper that responds to the following question: How does form contribute to meaning in this work? (further assignment details on turnitin.com)
MONDAY 11/22
- Discuss "Cathedral" and "The Swimmer"
TOMORROW: in-class AP essay: Prose (fiction) (timed: 40 minutes)TUESDAY 11/23
In-class AP Essay: Prose (fiction) (40 minutes)
HW: Read background on James Joyce (in the "Eveline" packet, right before it).
WED. 11/24
HW (over break): Read Joyce's "Araby" and "Eveline" (both are from his collection, Dubliners); annotate and prepare for discussion upon return; post to turnitin.com discussion board on either "Araby" or "Eveline" by Tuesday, 9AM.
TUES. 11/30
WED. 12/1
- Sorry folks! Started feeling sick before the end of break and so I'm out today-- no tearing apart of poor Jimmy Joyce for today.
- We'll discuss "Eveline" tomorrow, and I'll return your Cormac McCarthy essays (and yes, you can read mine).
- On Friday, we'll start discussing Joyce's final short(long) story. In the meantime, I've prepared some NOTES for you to check out to help you understand this challenging story. Go to A Study of James Joyce to find the file.
- I plan to spend probably two days discussing "The Dead" as a work, and at least one or two more when we include all activities (reading and discussing critical essays). Bear in mind that, although you can't write about a short story on the AP Lit exam, you can use Dubliners on the Open Essay Question on the AP Lit Exam if you consider it as the work as a whole rather than separate stories...in other words, you would address it as a single work containing short stories united around central themes, motifs, etc...you have/will have the knowledge via class to use it in this way).
HW: Begin reading "The Dead" (you probably did this in class already)THURS. 12/2
- Discuss Evie. Return AP Prose (McCarthy) essays. Criticize my writing.
HW: Read "The Dead"FRI. 12/3
- Begin discussion of "The Dead"
HW: Finish "The Dead"MON. 12/6
- Assign
Analysis and Critical Evaluation of The Dead.doc
- Details
- Download
- 38 KB
- Formulate a thesis for your interpretation and approach to "The Dead" (Note: This is not an "AP Essay" AP essay. Rather, it's a formal literary analysis; you may and should discuss elements of form in the work, but you should select those elements and passages from the text that support your thesis/focus regarding the "meaning of the work as a whole" rather than just listing and discussing everything you see in the story).
- Discuss Thesis/Focus Statements for "The Dead"
HW: Read "A Critical History of 'The Dead'"HW: Write potential Thesis/Focus Statements for "The Dead"
(optional, but recommended): I highly recommend you begin drafting your lit analysis of the story, or at minimum write down your claims and potential evidence to support them. This way, your initial interpretation won't be muddled with the critical essays' interpretations.
TUES. 12/7
- Discuss Thesis/Focus Statements ("The Dead")
- Discuss "Critical History"
HW:WED. 12/8
THURS. 12/9
FRI. 12/10 AND MONDAY 12/13
Tentative due date for Critical Eval. Paper: Thursday, 12/16
HW (all of this is your choice as far as when you do it, but PAPER IS DUE NEXT THURDAY): Draft your interpretation of "The Dead" (3-4 pages); Read all four critical essays on "The Dead" and incorporate into the second section of your paper (the critical evaluation component); Draft critical evaluation (3-4 pages)
MON. 12/13 through FRI. 12/17
Note: If you'd like my feedback on your paper, I'm more than happy to help, but see me early this week; I won't be doing so Thursday night before it's due.
Monday
--work time for Lit. Analysis and Critical Eval. of "The Dead"
HW:
READ FOLLOWING FOR WEDNESDAY: ONLY "Introduction"; Joyce entry in "Authors"; Ulysses entry in "Works"; "Themes"; and "Style"
Tuesday
--Return and review AP Objective Quiz (Prose passages)
HW: Read
Wed.
--Intro to Portrait (Discuss Portrait as a work of Modernism first; then "Neff Notes on...Portrait")
--Hand out and begin Portrait
HW: Read Ch. 1 through "Stephen...father's eyes were full of tears" and Study Guide Q's #
Rubric for Lit. Analysis:
Thurs.
--Reminders for Paper (grammar/MLA reminders; rubric file; questions?)
--Discuss Fiction Writing Project [Due upon return from Winter break: story concepts journal AND character/dialogue activity. See Fiction Workshop]
(No, really; we'll talk about it.)
--Discuss Portrait Ch. 1 through "Stephen...father's eyes were full of tears".
HW: Finish Ch. 1 and Study Guide Q's #
Answers for Punctuation/Quotation Questions from Today:
Where does the punctuation go if I'm quoting a question?
If you are asking the question, then the end punctuation should be a question mark:
--Did he mean to ask "about quotations" (Neff)? (ALSO) He meant to ask "about quotations" (Neff)!
If the question mark (?) or exclamation (!) is part of the quoted material, then include the punctuation within the quote, and also put end punctuation after your citation tag (this is --the exception to the rule we discussed in class about end punctuation almost always coming after the tag):
Did he mean to ask "What about quotations?" (Neff).
How do I format long quotes?
Follow the Purdue OWL (MLA) rules:
-for four lines of text or more
-Do not include quotation marks
-Indent text 10 spaces
-Put the citation tag after the end punctuation (this is opposite of the general rule for shorter quotations).
Fri.
DUE: Lit. Analysis and Critical Evaluation of "The Dead"
--to TURNITIN.com by 9AM, AND
--print copy to me in class; anything else is late.
--Discussion of Fiction Project
HW: Read Ch. 1 and...
--Complete Reading Journal on Ch. 1: Use one of the "Question/Considerations" on A Study of James Joyce as focus
MON. 12/20 through THURS. 12/23
Mon.
--Discuss Ch. 1; collect journals
HW: Read Ch. 2 and...
--Discussion Post on Ch. 2 due by tomorrow's class; for your post, choose one of the prompts from the Joyce page.
Tues.
--Discuss Ch. 2 and posts
- Compare/contrast tone (and with it, the narrator's use of language) between Chapters 1 and 2
- Compare/contrast Stephen's attitude towards authority figures (teachers; his father; "bully" figures such as Heron) in Chapters 1 and 2
- Evidence of Stephen's growth and development as a young man (Bildungsroman) and as an artist (Kunstlerroman); Stephen's epiphanies and anti-epiphanies
HW: Make sure you review your study guide questions through first two chaptersWed.
--QUIZ through Chapter 2
Thurs.
--Bring your Fiction Workshop journals in to class. Be prepared to discuss some of your concepts and/or character/dialogue observations with rest of class.
HW: Due during the week we return to school: story concepts journal AND character/dialogue activity. See Fiction Workshop. Have at minimum about a page for each: several concepts, some as bare as a sentence, some developed into a paragraph or more. For Character/dialogue: physical traits, personality, dialogue examples, mannerisms, etc.
HW: Read Portrait Chapter 3. Pay attention to developments related to our discussion questions from A Study of James Joyce.
Consider
Note that when we return from break, we're going to cover Ch. 3, 4, and 5 likely a day each. You are not required to read ahead, but it's a good idea if you have time.
MONDAY 1/3/11 through FRIDAY 1/7/11
Mon.
A person makes a New Year’s Resolution, but finds himself in a series of situations and trials in which it seems fate has decided he will fail to keep it.
--Write the opening of this story, beginning with the character’s resolution itself and the time/place in which he makes it, and leading to at least the first “trial” to challenge him.
HW: Complete Fiction work for tomorrow.
Reading due: Ch. 4 for Wednesday and Ch. 5 for Friday
Unit 2 Vocab Quiz on Thursday
Tues.
Wed.
Thurs.
Fri.
(existential snowman)
Our schedule's moved one day ahead, so we'll discuss Chapter 5 on Monday (1-2 pg. story write-ups still due Monday). Portrait AP Essay on Tuesday. Intro Siddhartha on Wednesday.
MON.
(from Ch. 4) Look once again, in detail, at significance of Stephen's epiphany towards the end of Chapter 4 (the beach, understanding his "name", crafting the symbol of the girl/bird) and how Joyce uses language to represent this internal action.
- Discuss Portrait Chapter 5 (end)
- Stephen's final rejections of authority (religious, national, etc.)
- Stephen's creation of an aesthetic theory (theory of art): definition of beauty; the place of the artist with respect to his/her creation; Stephen's three essential forms of art: lyrical, epical, dramatic; Stephen's ideal image of the artist: "Like the God of the creation, [who] remains within or behind or beyond or above his handiwork, invisible, refined out of existence, indifferent, paring his fingernails."
- Stephen's conflict with the Dean and other students (conflict with issues of language and nationalism).
- Explain these passages:Stephen to Davin: "This race and this life and this country produced me...[but] I shall express myself as I am...My ancestors threw off their language and took another...They allowed a handful of foreigners to subject them. Do you fancy I am going to pay in my life and person debts they made? What for?"
- and "When the soul of a man is born in this country there are nets flung at it to hold it back from flight. You talk to me of nationality, language, religion. I shall try to fly by those nets."
- Stephen and Cranly's debate. Stephen's reply and creed: non serviam. "I will not serve..." (Lucifer's words to God and reason for his fall) "...using for my defense the only arms I allow myself to use--silence, exile, and cunning."
- Effect/importance of the ending diary entries?
- Stephen's artistic creation, the villanelle (technically impressive, but emotionally detached--much like Stephen himself). How does this bode for Stephen's future as an artist?
1-2 pg. story write-ups due MONDAYTUES.
In-class AP essay on Portrait. One period. No books, just your knowledge. Choice from two prompts. Consider:
a) How is Stephen's experience with exile both alienating and enriching?
b) How does Joyce give internal events (such as Stephen's epiphanies, and moral and artistic development) the kind of excitement and suspense usually associated in fiction with external events?
WED.
Snow Day
THURS.
- Intro Siddhartha: Herman Hesse and religious/philosophical context of the novella (Yes, novELLA; you have two shorter works coming up. How about that?)
- See Siddhartha (especially "Glossary of terms...")
- Siddhartha Background Presentation
- Look at Study Guide Questions for each chapter (Not collected, but these are basis for test questions and some discussion; if you're unsure of any of the answers, ask in class)
HW: Read Sidd Part 1 (Ch. 1-4: p. 1-34)-Complete Quote Journal: print and bring next class for collection.
FRI.
no 3rd period
TUES.
Snow day
WED.
Mid-term details (see document towards bottom of this page)
Monday 1/24; (Room C147); 7:45-9:22
delay (no class-- again)
THURS.
-Discuss Sidd Part 1 (Ch. 1-4: p. 1-34) [Lotto Discussion]
-Part 1 Reaction Journal due
HW: Read Sidd Part 2 (Ch. 5-8: p. 37-81) (You should've had plenty of time to get started on this earlier)
-Post one of your quote journal quotes/analyses on turnitin.com discussion board.
FRI.
-Discuss Sidd Part 2: Ch. 5-8 (p. 37-81) [Lotto Discussion]
-Part 2: Ch. 5-8 Discussion Post due.
HW for next class after midterms: Read Sidd Part 2 (Ch. 9 + 10: p. 82-104)
-Complete Quote Journal: print and bring next class.
[After Midterms]
-Discuss Sidd Part 2: Ch. 9 + 10 (82-104)
-Part 2: Ch. 9+10 Reaction Journal due
HW: Read Sidd Part 2 (Ch. 11 + 12: p. 105-122)
-Complete Quote Journal: print and bring next class for collection.
Mid-term details
Monday 1/24; (Room C147); 7:45-9:22
Monday 1/31 through Friday 2/4
Monday
- Siddhartha Wrap-up (Ch. 11 and 12)
- Return AP essays and midterms; handout on essay strategies
- Begin Siddhartha 3 x 3(?)
Tuesday- snow
HW (for MONDAY due to snow): Read background materials on Albert Camus's philosophy of the Absurd (note: the first .pdf document is the longest-- just look through it. The documents that follow are all short, so don't be dissuaded by the fact that there are four files here. They're short and important for understanding Camus's philosophy which serves as background for his writings.)Wednesday
- snow
Thursday- 2 hour delay: no class (gossssh!)
Friday- Sidd 3 x 3:
Literary 3 by 3.doc
- Details
- Download
- 31 KB
Monday- Siddhartha Objective test (4 short reading passages: 20 questions total)
- Make sure you know the following:
- Basic Hindu and Buddhist religious concepts discussed in the text (Moksha/Nirvana, Samsara, the Four Noble Truths, the Eightfold Path, Brahmin, Brahman)
- literary/aesthetic/philosophic concept of Apollonian vs. Dionysian: Apollonian referring to attributes such as reason, order, restraint, and harmony, and Dionysian referring to frenzied, passionate, undisciplined characteristics
- parable - a story from which a moral or spiritual truth may be discerned.
- synecdoche – use of a whole to represent a part (or part to represent the whole)
- roman à clef. - a French term for a novel in which real people or events appear in a
- diatribe - a prolonged speech; usually bitter
- epithet (we've discussed this one before)
- Everything else on the test you've either heard before or have the ability to figure out on your own.
HW (see above listing under Tuesday: read Camus documents)work of fiction.
Tuesday
- Background presentation on Camus's philosophy of the Absurd and The Stranger
- Discussion of background reading
- HW: Read Ch. 1 and 2 (through p. 24)
Wednesday- The Stranger (ch. 1 and 2)
Thursday- Summarize ch. 1 and 2
- Group Discuss #1: How does Camus use language and point of view to characterize Meursault?
- Group Discuss #2: How does Meursault fit the title of "The Stranger" (or, as it was also titled, "The Outsider")?
- Group Discuss #3: Find examples of light imagery; how does light affect Meursault?
- Group Discuss #4: Is Meursault a reliable or unreliable narrator?
HW: Read p. 25-59 End of Part I: (Ch. 3-6)- Discuss The Stranger [ch. 3, 4, 5, 6 (p. 25-59): end of Part I]
Friday- Quiz on Philosophy of the Absurd (review info on Keynote handout)
- Finish discussion of Part I of The Stranger
HW: Read Part II: Ch. 1-3 (p. 63-97)Monday
- Discuss Part II: Ch. 1-3 (p. 63-97)
Part 2, Chapter 1: (1) Why does Meursault's lawyer ask questions about Maman's funeral? Do these questions pertain to his case?(2) What emerges as the relationship between M. and the legal system? How does this relate to Man in the Absurd universe?
(3) What is the unanswerable, and odd, question surrounding the nature of the murder? Does the answer matter, in a legal sense? In a purely rational sense?
(4) Is it significant that M. rejects God? To the other characters? To the reader?
(5) What epiphany, of sorts, does M. have in this chapter?
Part 2, Chapter 2: (1) How is M.'s sea view from his cell symbolic?
(2) What distinction does M. make between the thoughts of a free man and the thoughts of an imprisoned man?
(3) What makes M. different from the rest of the prisoners? Why is this important?
(4) How does the story in the newspaper work as an allegory?
(5) Explain any symbolic significance to the end of the chapter.
Part 2, Chapter 3:
(1) Explain the prosecution's focus on M.'s actions at Maman's funeral vigil and funeral.
(2) Camus uses M.'s case to offer a problem to the reader, namely whether or not life's actions impact each other, or mean anything at all. How does that concept work in this chapter?
(3) How does the last line of the chapter echo the philosophy of fatalism?
HW: Read Ch. 4-5 (the end)
Tuesday
- Discuss Part II: Ch. 4-5
Part 2, Chapter 4:(1) M. comments on human qualities and how they can be viewed from different perspectives: specifically, some qualities that are good in an innocent man can be "crushing" for a guilty criminal. Explain.
Part 2, Chapter 5:
(1) Read the section from p.109-112: (a) What is Meursault's problem with the guillotine as a method of execution? (b) What paradox exists between the executioner and the condemned man? (c) What alternative does he suggest?
2) As strange as his alternative might initially sound, how does it fit with Meursault's worldview/philosophy and the events that have brought him here?
(3) What do you make of M.'s statement that "there was nothing more important than an execution...it was the only thing a man could truly be interested in"?
(4) Explain M.'s view of death in this chapter and then state why it is nihilistic. How do we know this is not Camus speaking through Meursault?
(5) What evidence do we have in this chapter that Meursault is finally capable of expressing emotion?
(6) At the very end, Meursault, "For the first time in a long time [thinks] about Maman." Why does Meursault say, about Maman, "Nobody, nobody had the right to cry over her."?
(7) What do you make of Meursault's last lines, from "I opened myself to the gentle indifference of the world..." to the end?
Wednesday
- AP Objective Test on The Stranger
BRING YOUR BOOK. If you want to reread/review, the test will be on the following passages:p.22-24; p.34-37; p.40-46; p.64-69; p.110-115
You will have all of the class period, but only the class period, to finish the test.
Thursday
Friday
Tues. 2/22 through Fri. 2/25
Tuesday
Analyzing rhetoric in film. Pay particular attention to audience appeals (logos, ethos, pathos).
Wednesday
Film cont'd
Thursday
Friday
Rhetoric Quiz #1
Mon. 2/28 through Fri. 3/4
Monday
- Small Groups and class discussion: rhetorical analysis of style and devices in Thoreau's "Civil Disobedience"
HW: Read and annotate David Foster Wallace speech AND Dave Barry "Road Rage" essayTuesday
- Discuss: rhetorical analysis of Wallace speech and Barry essay
Wednesday- Assign Partner Project: Rhetorical Analysis of Political Cartoon or Advertisement
- AP Language Test: Essay section and examples
- First, we'll focus on a sample essay of the type on Friday's test.
Thursday- Assign Position Paper:
Position Paper.doc
- Details
- Download
- 39 KB
- AP Language Test: explanation of rest of essays and examples; Multiple Choice section and examples (cont'd from Wednesday)
FridayRhetoric Quiz #2: In-class Essay
HW:
#1: Take-home Multiple Choice Test: AP Language Prose Passage
#2: Read Brave New World intro packet p. 3-18. You'll have a short quiz on Tuesday , so be prepared to
Mon. 3/7 through Friday 3/11
Monday
- Collect (graded) AP Language Multiple Choice. Discuss answers.
- Discuss Visual Rhetoric Partner Project and first presentation dates
- first date: Monday
- ASSESSMENT: Requirements: min. 5 minutes; handout provided for teacher--if you can bring it up online, then no further handouts required. if you can't, then handouts required for each student (make 20)
- ASSESSMENT: think of this as a visual equivalent to what you were to do in the prose passage analysis: explain the visual medium's intent and audience, any rhetorical devices and appeals used, and HOW and WHY they are effective (or ineffective)
- Watch "Shift Happens" Video
- Hand out Yes/No Discussion Sheet
HW: Quiz tomorrow on BNW Background Packet (see red above)HW: Complete Yes/No Discussion Sheet
Tuesday
- Quiz on BNW Background Packet
- Brave New World @ TVTropes
- Discuss Yes/No Discussion Sheet
HW: Read TIME "Singularity" articleWednesday
- Discuss TIME "Singularity" article
- See Brave New World page for growing resources
- Discuss Position Speech/Paper dates (see Yes/No BNW sheet for some topic ideas): select topics and set up opposition if possible
- Here's the position speech/paper handout I mentioned in class today, also on the Language and Rhetoric page:
Position Paper.doc
- Details
- Download
- 39 KB
HW: Read Brave New World Ch. 1 and 2 (DO NOT read Foreword; it will ruin plot points)Complete journal using
TWO QUOTES PER CHAPTER
Thursday
- Discuss Brave New World Ch. 1 and 2
- "'And that,' put in the Director sententiously, 'that is the secret of happiness and virtue--liking what you've got to do. All conditioning aims at that: making people like their unescapable social destiny'" (16).
- Examples of behaviors, attitudes, or beliefs that arise, in part, from conditioning in our society? What processes are used to condition (where does conditioning come from in our society)? Is conditioning good? Bad?
- Read the passage in Chapter 2, beginning on page 22 with, “One of the students held up his
hand,” and ending, “But then most historical facts are unpleasant” on page 24. Discuss Huxley’s use of satire to expose the shortcomings of hisfuturistic society. Do not merely summarize the passage.
- "Designer Babies" Video (if time)
HW: Read BNW Ch. 3 and 4Friday
Discuss Brave New World Ch. 3 and 4
HW: Read BNW Ch. 5, 6, 7 for TUESDAY: See Brave New World for link to online text if you don't have book.
Monday 3/14 through 3/18
Monday
Visual Rhetoric Presentations
HW: Read BNW Ch. 5, 6, 7
Complete QUOTE REACTION JOURNAL: 5 quotes total, mixed from the chapters. Include the quote itself AND your reaction.
Tuesday
Discuss BNW Ch. 5, 6, 7
HW: Read Ch. 8 and 9
Wednesday
Discuss Ch. 8 and 9
--"Nay, but to live...Over the nasty sty...The strange words rolled through his mind; rumbled, like the drums at the summer dances, if the drums could have spoken...beautiful...A man can smile and smile and be a villain. Remorseless, treacherous, lecherous, kindless villain" (131-32).
--"Alone, always alone," the young man was saying. The words awoke a plaintive echo in Bernard's mind..."So am I," he said, on a gush of confidingness. "Terribly alone" (137).
--"I wonder if you'd like to come back to London with us? he asked, making the first move in a campaign whose strategy he had been secretly elaborating..." (138).
--"O wonder!...how many goodly creatures are there here? How beauteous mankind is!..." (139).
Thursday
Quiz on Ch. 1-9
MUST BRING CHAPTERS 1, 4 (part 2), and 6. It's your responsibility to bring these to class; your own fault in not doing so does not excuse you from the quiz.
Friday
Visual Rhetoric Presentations cont'd
HW: Read Ch. 10, 11, 12, 13
- Write or type a response to the following prompt:
Analyze Huxley's use of satire throughout any or all of these four chapters; what is he satirizing and how does he do so?Provide both text evidence and your analysis. (approximately 500 words)
(1) Identify examples of satire from BNW
(2) Provide text support
(3) Analyze effect and the intent of Huxley's satire
Monday 3/21 through Friday 3/25
Monday
- Discuss BNWCh. 10, 11, 12, 13
- Discuss your analysis of Satire
- Collect satire essays.
- Your Questions and Comments
- Ch. 10: p. 146-47 (analyze effect)
- p.160 allusion: new context, new meaning
- p. 177: new info on Mond
- p. 206: death-conditioning the toddlers
- *p. 209-210: allusion and new context, new meaning again*
- *p.213-214: Helmholtz, John, Bernard
HW: Read Ch. 14, 15, 16Journal: 4 Quote and Reaction: 1 from each category on Marginal Notes
Tuesday
- Discuss BNWCh. 14, 15, 16
- Your Questions and your Quotes (we'll try to work through each category from M. Notes)
- Collect Journals
HW: Read Ch. 17 and 18Journal: Two things.
- First, just write down your reaction and reflection on the last two chapters of the novel. You can approach this in a stream of consciousness / freewritten fashion and it can be relatively brief (no more than a page). Just try to capture your thoughts right around the moment you finish the book.
- Second, read the handout on Satire and Comedy. Type or write answers to the following questions:
(1) What obstacles must the satirist overcome, according to the author? How does this apply to Huxley?(2) What does the satirist ridicule, and how does he do so? Give examples of application from Brave New World.
(3) According to the author, what questions must you raise "to determine the sincerity and profundity of the writer"? Answer some of these questions with regard to BNW.
(4) Which of the satirical attitudes (tones) discussed fit Huxley's in Brave New World? Explain.
(5) Which of the satirist's intentions discussed fit Huxley in BNW?
(6) Provide some examples, from the author, of comedy's conventions (when does comedy occur?). Which, if any, apply in BNW? Explain.
Wednesday
2hr delay: no class.
Thursday
Rain author: do you want to go?
Friday
Go to C200 for author talk: Kieryn Nicholas' Rain
Monday 3/28 through Friday 4/1
Monday
First, we've gotta talk (briefly) about the ending of BNW. What was Huxley's intent here (remembering that it's satire)?
The #1 Question to ask yourself for analysis of any poem: How does this poem convey meaning? (sound familiar?)
HW: Complete Poetry Analysis Sheet on Wilbur's "The Death of a Toad"
Tuesday
Wednesday
- Visual Rhetoric Presentations (moved due to 2hr delay)
- Finish close reading of "The Groundhog" (if not already complete)
HW: Compare/Contrast essay: "...Toad" and "...Groundhog" (Treat it as an AP essay; try to complete it in 40-50 minutes.)DUE FRIDAY, BEGINNING OF CLASS
PROMPT:
Compare and contrast Richard Wilbur's "The Death of a Toad" and Richard Wright's "The Groundhog". In your essay, consider each poet's style and use of literary devices, including theme and tone.
Thursday
- Finish close reading of "The Groundhog" (if not already complete)
- Practice with AP Poetry Multiple Choice
HW reminder: Compare/Contrast essay: "...Toad" and "...Groundhog" (Treat it as an AP essay; try to complete it in 40-50 minutes.)DUE FRIDAY, BEGINNING OF CLASS
PROMPT:
Compare and contrast Richard Wilbur's "The Death of a Toad" and Richard Wright's "The Groundhog". In your essay, consider each poet's style and use of literary devices, including theme and tone.
Friday
- Start Perrine poems from Chapter 1: "What is Poetry?"
- 6. "The Computation" by John Donne.
- metaphysical conceit: a conceit (poetic idea, usually a controlling/extended metaphor) that distorts reality in creating its comparison between two things; in other words, it's a controlling metaphor that stretches the normal rules of nature in creating its comparison (17th century poets like John Donne and Ben Jonson were famous for use of this-- known as the metaphysical poets)
- apostrophe: when a speaker appeals to an off-stage figure (for Donne, it's usually God or a lover)
- 11. "Terence, this is stupid stuff" by A.E. Housman.
- parable: a succinct story, in prose or verse, that illustrates a lesson (differs from a fable in that a parable usually has human characters whereas a fable usually has animal, natural, or inanimate objects as characters)
HW: Finish reading Perrine poems from Ch. 1; Complete following Question #'s:Monday 4/4
- Collect poetry essay
- Discuss how to approach it. Give option for revision/submission tomorrow.
- See following samples for Comparison/Contrast Poetry essay prompt:
2004 (Dickinson and Frost).doc
- Details
- Download
- 28 KB
#1 Sample Essays.doc
- Details
- Download
- 43 KB
#1 Scoring Guide.doc
- Details
- Download
- 29 KB
Scores.doc
- Details
- Download
- 20 KB
- Discuss Ch. 1 poems
- Collect Ch. 1 HW
HW: Essay revision (if you so choose) due WEDNESDAY (anything after this is late).HW (for Wednesday): Read Ch. 2 poems: 13. "The Man He Killed" (#2); 14. "A Study of Reading Habits" (#1, 2, 3); 15. "Is my team plowing" (#1, 2, 3); 17. "There's been a death in the opposite house" (#1, 2, 3, 4, 5); 21. "Mirror" (#1); "The Subalterns" (#1, 2)
Tuesday 4/5
- In-class poetry Multiple Choice Quiz
- Hand out Poetry Research Paper assignment (your final major paper of AP English!)
- Poet selection is first come, first serve. See me by this Friday at the latest with your selection (come prepared with a 1st, 2nd, and 3rd choice); if you elect not to make your own choice, I will assign a poet to you from those left.
- Drafts due... for in-class revision. Final papers will be due....
HW: Ch. 2 poemsNOTE: From now on, read and do the homework for the poems FOR the day of discussion. In other words, the poems and assignment listed for Wednesday, 4/6 (tomorrow's class), are the poems you should read tonight for homework.
Also, when I list notes on literary devices along with chapters, they're usually taken from the following source:
Wednesday 4/6
- Discuss Ch. 2 poems
- 13. "The Man He Killed" (#2)
- 14. "A Study of Reading Habits" (#1, 2, 3)
- 15. "Is my team plowing" (#1, 2, 3)
- 17. "There's been a death in the opposite house" (#1, 2, 3, 4, 5)
- 21. "Mirror" (#1)
- "The Subalterns" (#1, 2)
HW: Ch. 3 poemsThursday 4/7
- Discuss Ch. 3 (Denotation/Connotation) Poems
- denotation is the dictionary meaning or meanings of a word; connotation is what it suggests beyond this: its overtones and undertones of meaning. For example, home means a place where one lives, but it carries connotations of security, love, comfort, and family (or even contrasting connotations depending on your personal experience). Doubloon is a coin, just like nickel or penny, but doubloon also conjures up associations with pirates, even though this is nowhere in its denotativemeaning.
- "When my love swears that she is made of truth": 2. How is the contradiction in line 2 to be resolved? In lines 5-6? Who is lying to whom?; 3. How do "simply" (7) and "simple" (8) differ in meaning? The words "vainly" (5), "habit" (11), "told" (12), and "lie" (13) all have double denotative meanings. What are they?; 4. What is the tone of the poem?; State the theme (central idea) of the poem in a sentence or two.
- "The world is too much with us": 1. vocabulary: boon (4), Proteus (13), Triton (14). What two relevant denotations has "wreathed" (14)?; 3. Should "Great God!" (9) be considered as a vocative (term of address) or an expletive (exclamation)? Or both?; 4. State the theme (central idea) of the poem in a sentence or two.
- "One Art": 1. What various denotations of "lose" and its derivative forms are relevant to the context? What connotations are attached to the separate denotative meanings?; 2. Explain how "owned" (14) and "lost" (13) shift the meanings of possessing and losing; State the theme (central idea) of the poem in a sentence or two.
Choose ONE poem from this section and do a 1 pg. (double-spaced) freewrite/written "Think-Aloud". In this Think-Aloud, pose questions you have on the poem, identify unfamiliar vocabulary and allusions, make connections to your own experience, rephrase inverted or otherwise confusing lines, and otherwise comment on the poem.NOTE: When you have a freewrite assignment, also make sure to focus on the literary device(s) of focus in the chapter. (So for Chapter 3, focus on denotation/connotation/diction).
HW: Ch. 4 poems
Friday 4/8
Poetry catch-up day
Monday 4/11
Library for Poetry Research Paper
Tuesday 4/12
Lib. for Poetry Research Paper
Wednesday 4/13
- Discuss Ch. 4 (Imagery) Poems
- "Imagery may be defined as the representation through language of sense experience" (Arp). Imagery can make many types of sensory appeals, such as visual imagery (sight), auditory (sound), olfactory (smell), gustatory (taste), tactile (touch), organic (internal sensation such as hunger, thirst, nausea), or kinestheticimagery (movement or tension in the muscles).
- "I felt a funeral in my brain" by Emily Dickinson: 1. What senses are being evoked by the imagery? Can you account for the fact that one important sense is absent from the poem?; 3. With respect to the funeral activities in stanzas 1-3, where is the speaker imaginatively located?; 4. What finally happens to the speaker?; State the theme of the poem in one to two sentences.
- "The Forge" by Seamus Heaney (scroll down the page to find it): 2. How do the images describing the blacksmith (10-11) relate to his attitude toward his work and toward the changing times?; 3. The speaker summarizes the smith's world as "shape and music" (9), terms that suggest visual and auditory imagery. What do the contrasts between visual images contribute? The contrasts between auditory images?; State the theme of the poem in one to two sentences.
- "After Apple-Picking" by Robert Frost: 1. How does the poet convey so vividly the experience of "apple-picking"? Point out effective examples of each kind of imagery used. What emotional responses do the images evoke?; 2. What is the speaker's attitude toward his work?; 4. The poem uses the word sleep six times. Does it, through repetition, come to suggest a meaning beyond the purely literal? If so, what attitude does the speaker take toward this second signification?; 5. If sleep is symbolic (both literal and metaphorical), other details also may take on additional meaning. If so, how would you interpret (a) the ladder, (b) the season of the year, (c) the harvesting, (d) the "pane of glass" (10)? What denotations has the word "Essence" (7)?; State the theme of the poem in one to two sentences.
HW: Ch. 5 poems ("Bereft" and "It sifts...")Read TP-CASTT sheet
Thursday 4/14
Friday 4/15
- Quiz: Theme, Tone, Connotation/Denotation; Imagery; Simile, Metaphor, Personification, Apostrophe, Synecdoche, Metonymy, Allusion, Irony.
- Be familiar with the devices and discussion thus far (as well as the other devices we've discussed throughout the year that also apply to poems, such as tone) and review all steps of your poetry analysis sheet, including your literary theories. The quiz will ask you to apply this information and analytical approach to a single poem that we have not yet read.
HW: read poem for Monday: Keats' "Ode to a Nightingale"; Read handout on "The Method": strands, binaries, etc. Complete homework on Keats poem before class. Bring to class.Also, Background summaries due (Research Paper)
For Tuesday: read "Out, Out--" and "In Just--" (p.122-126); annotate "In Just--"
Poem selections due (Research Paper)
Monday 4/18
Ch. 8, 10, and Ch. 13 poems and notes
Poetry Research Paper: Background Sheet Due
Tuesday 4/19
- Discuss Ch. 8 (Allusion); Ch. 10 (Tone); Discuss Ch. 13 (Sound and Meaning)
- (In class): "In Just--"(e.e. cummings) in packet
- In-class close reading of "In Just--". Use everything you've learned, starting with (1) Binaries and Strands; (2) TP-CASTT; (3) Whatever's left! Also, Who is the balloonman, and why is he "goat-footed"? Consider possible allusions here (Greek mythology in particular). Also, provide examples of how sound contributes to meaning in the poem.
- Assign Groups for Wiki Text Reviews (graded)
- See AP Texts Review Blueprint for your assignment and your groups.
- Complete and submit via email for next THURSDAY, 4/28
(1) Hamlet (Shakespeare); (2) Dubliners("The Dead", along with "Araby" and "Eveline") (Joyce); (3) A Portrait of the Artist as a Young Man (Joyce); (4) Siddhartha (Hesse); (5) The Stranger (Camus); (6) Brave New World (Huxley)Also consider, on your own, your independent novel and how it might be applicable. Also consider, on your own and within the class, novels and plays from previous years (10th and 11th grade, especially) that could be applicable.
HW: Ch. 7 poems for Wednesday (you have packet)
Poetry Research Paper: Poem Selection Due
Wednesday 4/20
Thursday 4/21
[AP Practice Test] In-class Essay 1: Poetry Prompt
(star if you are taking the AP Lit Exam)
Friday 4/22
No school
Monday 4/25
No school
Tuesday 4/26
- [AP Practice Test] In-class Essay 2: Prose Prompt
(star if you're taking the AP Lit exam)Wednesday 4/27
NOTE: 1st period, there is a MANDATORY meeting in C200 for AP Test Takers.
- [AP Practice Test] In-class Essay 3: Open Prompt
(star if you're taking the AP Lit exam)Thursday 4/28
- [AP Practice Test] In-class M.C. Part 1 (~30 minutes: #1-26))
Wiki Text Reviews DUE: EMAIL WORD DOC TO MEFriday 4/29
Monday 5/2
- TIPS and REMINDERS for Essays (in no particular order)
1) Always identify what the prompt is asking you to do, and do it.2) (Poetry: if given compare/contrast prompt): Decide on some type of organizational method (Point by Point or Block are both good options, but others are available) and use it.
3) Note that if you are asked to "compare" you are also being asked to contrast; sometimes the prompt is not explicit with this.
4) The primary purpose of the essays is to give you an opportunity to show what you know. You know a lot, so use what you've learned to show it. TP-CASTT is good for annotating Poems for the Poetry essay. DIDLS is good for poetry and prose, specifically for talking about tone, diction, etc. (all of which contribute to theme). Do not let these mnemonics restrict your analysis, but do use them as a great starting point.
5) Remember that "meaning" as in, "...and explain how it contributes to the meaning of the work as a whole" is synonymous with theme, and nearly everything in a poem or prose excerpt contributes to theme/meaning, especially tone, figurative language, imagery, diction, and irony.
6) Always identify WHAT the writer is using in a text (devices), but also, most importantly, explain HOW these devices contribute to meaning (theme) or you will never earn the higher score ranges.
7) Always refer to the text as evidence if you are provided with a text (and, if possible, even when you are not). Give all words if the quote is shorter. If quoting a longer excerpt, use "first...last" (line #'s).
8) (Intros) The intro should do a few things.
(a) It should primarily present your thesis/focus statement. This thesis/focus statement should concisely, but fully (it's not a paradox; think about it) respond to the prompt.
(b) It should present a creative, original, but relevant opening to enhance the written style of your essay, because style does affect your score (it can raise it a point).
Once you do both of these things, you can and probably should move onto your analysis/body.
9) (Conclusions)
Although you do not need a well-developed conclusion if you are running short on time, a strong conclusion, much like the intro, definitely helps to improve your score. Consider the "So what?" question in your conclusion; apply the theme/meaning of the work on a universal level.
- Sample essays on each prompt (Poetry, Prose, and Open)
AP Test Review sample essays.doc
- Details
- Download
- 55 KB
Tuesday 5/3[Cont'd from yesterday]
Wednesday 5/4
Reminders and Tips for Multiple Choice Section
Activity
- Hand out Answer Key for M.C. Discuss results of M.C. test. Focus on passages/questions with higher difficulty. Discuss why the correct answers are best choices and why the incorrect answers are poor choices.
And most importantly...Thursday 5/5
AP English Literature and Comp EXAM (Thursday, May 5th)
Friday 5/6
Now what?! Kidding, of course. Class most certainly does not end after exam day; we have the poetry research papers to work on. Besides this major paper, however, the out-of-class work will significantly decrease from what we've been accustomed to, so take a well deserved rest.
Class Exit Survey
http://www.surveygizmo.com/s3/532550/AP-Class-Exit-Survey
Monday 5/9
10 on 1: A strategy for using evidence to build analysis.
(Come to B117)
Tuesday 5/10 through Friday 5/13
Library for Poetry Research Paper
(Meet in Library)
Alright folks, you sweet-talked me into it. Here's the deal. Your paper must:
-Explicate a close-reading/analysis of your poem.
-Integrate and embed evidence from at least two sources to support your own interpretation (although your own interpretation should be the focus here).
-The paper should still have an intro, thesis, body, conclusion, etc. but with the following significant changes:
The reason I'm having you do this paper at all is because I want you to show me what you've learned about poetry (and this poet/poem in particular) and analytical writing. So do that, and you'll be fine.
Sound better?
Friday 5/13
Poetry paper due:
Monday 5/16
-Intro Oleanna:
-Begin reading Oleanna
Tuesday 5/17
-Finish reading Oleanna
-View film clips
Wed 5/18
Discuss Oleanna
- Summarize rest of events.
- Discussion Q's #1, 2, 3, 6
-Begin Vonnegut IntroHW: Read Vonnegut and Slaughterhouse Five background material:
Thurs 5/19
- Students intro Slaughterhouse Five;intro Postmodernism
- Students intro Vonnegut and SH5
- Discuss "Cold Turkey"
- Intro Postmodernism
- Begin reading Chapter 1 of SH5
HW: Finish Ch. 1 for MondayFri 5/20
Play (Auditorium)
Mon 5/23
HW: Read Ch. 2 for tomorrow
As you read, select a passage that you find interesting, but don't completely understand. Take note of the page number and excerpt. We'll use this tomorrow.
Tuesday 5/24
- Notice and Focus on Ch. 2 excerpt (student selection)
- Discuss Ch. 2
HW: Read Ch. 3 and 4Wed. 5/25
HW: Read Ch. 5
Choose a quote or passage that you find interesting, or revealing, or strange, and do not completely understand. Take note of the page number and quote and bring tomorrow.
Thurs. 5/26
- Discuss Ch. 5
HW: Read Ch. 6 and 7Choose a quote or passage that you find interesting, or revealing, or strange, and do not completely understand. Take note of the page number and quote and bring tomorrow.
Fri. 5/27
- Discuss Ch. 6 and 7
HW: Read Ch. 8Choose a quote or passage that you find interesting, or revealing, or strange, and do not completely understand. Take note of the page number and quote and bring tomorrow.
Mon. 5/30
No school
Tuesday 5/31
Discuss Ch. 8
HW: Read Ch. 9 and 10
Pan/Track/Zoom Write
Wednesday 6/1
Discuss Ch. 9 and 10 and novel as a whole
*Your Questions/Comments
1. The meaning of the bird’s chirp at the end of Slaughterhouse-Five is a matter of much debate. How do you interpret it?
Consider that some critics claim that it is the embodiment of the “moral” of this novel; explain this interpretation (hint: consider the novel’s subjects and conflicts such as nature vs. technology/man and sense vs. senselessness, and how these relate to this possible “moral”).
2. Some critics claim that this novel attempts to recreate for the reader the experience of someone who suffers from PTSD. Assuming this is one way to read the novel, how does Vonnegut accomplish this?
3. In satire and especially postmodern novels (of which SH5 is both), the reader can’t take characters and events at face value alone, but must reach his or her own conclusions about deeper meanings. One unusual element in this novel is that Vonnegut himself appears in the book and occasionally expresses his outlook. Should we take Vonnegut at face value? How should we judge, for instance, the book’s “So it goes” indifference to death and war? Is this sentiment meant to be taken literally or ironically? Support your response.
Looking for more info on SH5 and what it (maybe) means?
Thursday, Friday, Monday
Into the Wild
Post-exam/Post-paper
- Letter to an AP English rookie:
You will write a letter addressed to yourself (well, an earlier version of yourself): yourself at the beginning of this year, on day one of AP English class. Try to remember what questions, concerns, worries, and interests you// had on the first day of class, and express and try to respond to these.Tell yourself what you (the earlier you) should expect from the class. What will he or she enjoy? What will be challenging? What will he remember? What will she forget? What will make the class worthwhile, useful? And so on.Final Exam
Format:
50 Questions (multiple choice; true/false; matching; I, II, III, etc.)
1 Rhetorical Essay (analytical or argumentative)